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State Advisory Council
on Indian Education
2009 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
Weaving Innovative Educational Opportunities for American Indian Students
STATE BOARD OF EDUCATION
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street : : Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and
admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender,
except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
Visit us on the Web :: www.ncpublicschools.org
WILLIAM C. HARRISON
Chairman and Chief Executive
Officer :: Fayetteville
WAYNE MCDEVITT
Vice Chair :: Asheville
WALTER DALTON
Lieutenant Governor :: Rutherfordton
JANET COWELL
State Treasurer :: Raleigh
KATHY A. TAFT
Greenville
RAY DURHAM
Jacksonville
KEVIN D. HOWELL
Raleigh
SHIRLEY E. HARRIS
Troy
CHRISTINE J. GREENE
High Point
JOHN A. TATE III
Charlotte
ROBERT “TOM” SPEED
Boone
MELISSA E. BARTLETT
Statesville
PATRICIA N. WILLOUGHBY
Raleigh
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate
from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
M0509
1
Table of Contents
Table of Contents
Dedication.................................................................................................................................................... 3
Foreword..................................................................................................................................................... 6
Weaving Innovative Opportunities for American Indian Students
Executive Summary..................................................................................................................................... 7
Recommendations...................................................................................................................................... 9
Innovative Educational Opportunities.................................................................................................... 11
State Profile: American Indian Student Performance
A. Elementary and Middle School......................................................................................................23
• End of Grade (EOG) Composite Scores
• End of Grade (EOG) Scores by Grade Level
B. High School...................................................................................................................................25
• End-of-Course (EOC)
• Graduation Rates
• Drop-Out Rates
• Advanced Placement Courses
• SAT Scores
C. College Enrollment........................................................................................................................30
D. College Retention and Graduation.................................................................................................31
Local Education Agency (LEA): American Indian Student Performance
American Indian Student Performance by LEA...................................................................................37
• End of Grade Results
• End of Course Results
• High School Completion
• College Enrollment
Appendices
Appendix A: American Indian Mascot Update..................................................................................113
Appendix B: Strategic Pathway for Strengthening American Indian Education................................115
Appendix C: National Indian Education Study (NIES)........................................................................117
Appendix D: Title VII Indian Education Cohorts (2008-09)................................................................123
Appendix E: Tribes, Tribal Councils, and American Indian Organizations..........................................124
2 2009 SACIE Report / TOC
Appendix F: NC Graduation Requirements.......................................................................................125
Appendix G: Resources....................................................................................................................127
Appendix H: References...................................................................................................................129
Appendix I: Data Sources.................................................................................................................130
Appendix J: Acknowledgements......................................................................................................131
Council Members and Staff...............................................................................................................132
North Carolina Tribes and Title VII Grantee Counties.............................................................Back Cover
3
Dedication
Dedication
The 2009 Annual Report, Weaving Educational Opportunities for American Indian Students, is dedicated to the
North Carolina American Indian students who were involved in Indian Education Programs and received a
scholarship to attend a college or university. These programs focus on the education, culture, and heritage of
American Indians and Alaska Natives. Below is a small sampling of these students.
Clinton City Schols
Ashley Coble, Lumbee, Peace College
Peace College Academic Scholarship
Christie Ammons, Coharie, NC State University
NC State Academic Scholarship
The Sam Walton Community Scholarship
Columbus County
Amanda Dowless, Waccamaw Siouan, Southeastern
Community College
Hobbs Scholarship
Karen Jacobs, Waccamaw Siouan, Southeastern
Community College
Wyche Scholarship
Kristin Moore, Waccamaw Siouan, Southeastern
Community College
Job-link Foundation Scholarship
Ashlee Nowell Mitchell, Waccamaw Siouan, UNC-Pembroke
North Carolina American Indian Fund Scholarship
Audriana Robinson, Waccamaw Siouan, Southeastern
Community College
Southeastern Community College Trustee’s Scholarship
graham County
Kody Cook, Eastern Band of Cherokee, Tri County
Community College
Eastern Band of Cherokee Indians Scholarship
Lucy Hernandez, Eastern Band of Cherokee, Gardner
Web University
Eastern Band of Cherokee Indians Scholarship
Alysa Lane, Eastern Band of Cherokee, Western Carolina
University
Eastern Band of Cherokee Indians Scholarship
Amy Teesateskie, Eastern Band of Cherokee, Tri County
Community College
Eastern Band of Cherokee Indians Scholarship
Guilford County
Carles Stacy “CJ” Hunt III, Lumbee/Coharie, UNC-Greensboro
Johnny Hedgepeth Memorial American Scholarship
Alyce M. Rice, Sault Ste Marie Tribe of Chippewa Indians,
UNC-Greensboro
Guilford Technical Community College Full Scholarship for
Business Administration Tech Prep
Sault Ste Marie Tribe of Chippewa Indians Tribal Scholarship
Sean Alexander Saari, Chippewa, UNC-Greensboro
Honors Program Scholarship
State of NC Higher Education Scholarship
4 2009 SACIE Report / Dedication
Robeson County (2009 graduates)
Dalton Brooks, Lumbee, UNC-Chapel Hill
Pogue Scholarship
Justin Bullard, Lumbee, Campbell University
Administration Scholarship
Zachary Bullard, Lumbee, Wingate University
Wingate Merit Scholarship
Kaleb Clark, Lumbee, NC State University
Naval NROTC Scholarship
Kelsey Cummings, Lumbee, UNC-Charlotte
Voice of Democracy Scholarship
Timothy Cummings, Lumbee, University of Colorado
Gates Millennium Scholarship
Earnest Dial, Lumbee, UNC-Pembroke
UNCP Merit Scholarship, United Tribes Scholarship
Selisha Flanagan, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Sarah Gambrel, Lumbee, UNC-Pembroke
UNCP Merit Scholarship, KFC Scholarship
James Brett Hunt, Lumbee, UNC-Pembroke
United Tribes Scholarship
Mandi Hunt, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Nicolette Jacobs, Lumbee, Robeson Community College
United Tribes Scholarship
Tiffany Jones, Lumbee, Johnson & Wales University
Johnson & Wales Financial Aid Scholarship
Page D. Jones, Lumbee, UNC-Pembroke
Robeson Idol Scholarship
AC Locklear, Lumbee, UNC-Chapel Hill
Wingate Merit Scholarship
United Tribes Scholarship
Haliwa -Saponi Tribal Schol
Christopher Adam Richardson, Haliwa-Saponi, UNC-Pembroke
NCNAYO Scholarship
HOKE County
Cassie Chavis, Lumbee, UNC-Pembroke
Hoke Local Retired School Personnel Scholarship
Ryan Truman Chavis, Lumbee, UNC-Pembroke
Hoke Native American Scholarship
Wiletta Cummings, Lumbee, UNC-Wilmington
SECU People Helping People Scholarship
NC Division of Veteran Affairs Scholarship
Hoke Local Retired School Personnel Scholarship
Ivey Allison Lowery, Lumbee, UNC-Pembroke
Hoke Native American Scholarship
United Tribes of North Carolina Scholarship
NC Native American Youth Organization Scholarship
Richard Austin McPhail, Lumbee, NC State University
Hoke Native American Scholarship
Starkie-Campos Athletic Scholarship
Charles Edward Cathey Masonic Scholarship
UNC Campus Scholarship
NC Schol of Science & Mathematics
Amber Richardson, Haliwa-Saponi, Duke University
Gates Millennium Scholarship
United Tribes Scholarship
Blaylock Scholarship
The Highsmith Scholarship
Nancy Smith Scholarship
Person County
Brittany Stewart, Sappony, Piedmont Community College
Sappony Tribe Scholarship
Dedication 5
Dustin Locklear, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Jeremy Locklear, Lumbee, UNC-Chapel Hill
Pogue Scholarship
Chancellor’s Leadership Scholarship
Joshua Lee Locklear, Lumbee, Wingate University
Wingate Merit Scholarship
Naval NROTC Scholarship
Amber McDowell, Lumbee, UNC- Pembroke
UNCP Merit Scholarship
Gertrude Oxendine Drug Awareness Scholarship
Jordan McGirt, Lumbee, UNC-Pembroke
Teaching Fellows Scholarship
Courtney McMillian, Lumbee, Campbell University
Scott Ellis Scholarship
Katina Mitchell, Lumbee, Wingate University
Wingate Merit Scholarship
William Morgan, Lumbee, Wingate University
Wingate Merit Scholarship
Victor Onate, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Ashely Ray, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Christopher Spaulding, Lumbee, UNC-Chapel Hill
Pogue Scholarship
Army ROTC Scholarship
Naval NROTC Scholarship
U.S. Savings Bond
Jory Swett, Lumbee, UNC-Pembroke
Teaching Fellows Scholarship
Wingate Merit Scholarship
United Tribes Scholarship
Erin Woriax, Lumbee, Methodist University
Methodist Merit Scholarship
Sampson County
Amber Matthews, Coharie, Fayetteville Technical
Community College
United Tribes Scholarship
Academic Competitiveness Grant
The Educational Lottery Grant
Larry Edwards, Coharie, Mt. Olive College
The Mt. Olive Leadership Scholarship
FFA Scholarship
Sampson County Association of Education Scholarship
Scotland County
Alexandria Caple, Lumbee, East Carolina University
James W. Mason Scholarship
Louise Graham Davis Scholarship
Pee Dee Antique Power Club Scholarship
29th District Order of Eastern Star Scholarship
Johnathan B. Dial, Lumbee, UNC-Pembroke
Laurinburg Lodge Masons Scholarship
Johnsie Patterson McFadden/Montpelier Presbyterian
Church Scholarship
UNC-Pembroke Academics Competitiveness Grant
North Carolina Grant
Harley Locklear, Lumbee, UNC-Pembroke
UNC-Pembroke Merit Scholarship
F. Leroy Marks Memorial Scholarship
Nicholas Locklear, Lumbee, UNC-Pembroke
Laurinburg Chamber of Commerce Pass Scholarship
UNC-Pembroke Merit Scholarship
Scotland Memorial Foundation Scholarship
Knights of Columbus Scholarship
Ricky Usher, Lumbee, UNC-Pembroke
UNC-Pembroke Merit Scholarship
Gibson United Methodist Church Scholarship
Swain County
Carrie Cooper, Eastern Band of Cherokee
Swain County High School’s Girls Track Scholarship
Sierra Turtle, Eastern Band of Cherokee
Journey Scholarship of WNC Communities
Swain County High School’s Girls Track Scholarship
Jennifer Wilson, Eastern Band of Cherokee, Meredith
University
Meredith Merit Award
6 2009 SACIE Report / Foreword
Since 1988, the State Advisory Council on Indian Education (SACIE) has served in an advisory role to the
North Carolina State Board of Education (SBE) and the Department of Public Instruction (DPI). In this
capacity, the Council has submitted annual reports to the SBE which have primarily focused on the
identification of issues and concerns that affect the academic achievement of American Indian students.
The reports have been positively received by policymakers, school administrators, teachers, tribal
groups, parents of American Indian children, and other interested parties. The reports have proven to be
invaluable resources to consumers given the comprehensive presentation of information such as
achievement data, demographics, and policy recommendations. Central to a number of reports, the
Council has emphasized the need for interventions to reduce the drop out rates and improve the
graduation rates of American Indian students. Further, the Council remains concerned about the low
enrollment of American Indian students in Advanced Placement and International Baccalaureate courses.
In more recent reports, information was provided regarding schools which have used, and those that
continue to use, American Indian-themed mascots, logos, symbols, and other insensitive imagery.
Since 2002, a number of schools have taken action to eliminate their use of this derogatory imagery.
However, the Council is aware that such inappropriate use persists in some schools; therefore, the
Council will continue to advocate for change.
North Carolina has long been recognized as a national leader in school reform initiatives. In light of the
state’s recent actions toward high school reform, the 2009 SACIE report presents select information on
innovative educational programs being provided in high schools located in three school districts. These
districts enroll a relatively significant population of American Indian students. Two of the districts,
Cumberland and Robeson, are state-operated while Cherokee Central Schools is federally-operated. In
choosing the theme for this year’s report, “Weaving Innovative Educational Opportunities for American
Indian Students,” an effort was made to reflect some of the innovative academic opportunities being
provided in these high schools for the active engagement of American Indian students.
Based on a literature review and responses provided during interviews conducted with students and
administrators, conclusions were drawn as to the manner in which innovative reform educational
programs are more effectively serving American Indian students. Several significant findings and
recommendations for state-level policy consideration and for district-level implementation are included.
The Council contends that, if implemented, these recommendations will improve the academic
achievement of American Indian students enrolled in other districts. The Council looks forward to the
continued opportunity to partner with the State Board of Education and the Department of Public
Instruction in the review and implementation of these findings and recommendations.
Zoe W. Locklear, Ph.D.
Chair, State Advisory Council on Indian Education
Foreword
Executive Summary
7
Executive Summary
Executive Summary
Background
In 1988, the N.C. General Assembly enacted
Article 13A (NCGS § 115C-210 ) to establish a
fifteen member State Advisory Council on Indian
Education to serve as the mechanism for
advocating on behalf of American Indian
students. Membership consists of American
Indian parents and educators, legislative
members, representatives from the UNC Board
of Governors, and a member of the North
Carolina Commission of Indian Affairs.
The Council serves a crucial role in advising the
State Board of Education (SBE) on issues
pertaining to the education of American Indian
students. More specifically, the Council is
charged with the following duties:
• to advise the SBE on effective educational practices for American Indian students;
• to explore programs that raise academic achievement and reduce the dropout rate among
American Indian students;
• to advise the SBE and the Department of Public Instruction (DPI) on ways to improve coordination
and communication for the benefit of American Indian students affected by state and federal
programs administered at the state level;
• to prepare and present an annual report to the SBE, tribal organizations, and to conferees at the
annual North Carolina Indian Unity Conference; and
• to advise the SBE on any other aspect of American Indian education, when requested.
During the past year, the Council focused attention on advancing its plan, the Strategic Pathways for
Strengthening American Indian Education. Public school administrators and staff, parents, tribal leaders,
and community participants were engaged in creating educational experiences and cultural opportunities
that promote high expectations and accountability for the academic success of American Indian students.
The Council, in addition to others across the state, has identified multiple areas of concern that negatively
impact the lives of American Indian youth. However, the Council has placed priority on two specific
concerns: (1) improving the graduation rates for Native students, and (2) addressing the dropout crisis.
While the number of American Indian students leaving school without graduating has recently declined, this
population of students continues to drop out in disproportionate numbers. The high school drop-out rate for
American Indian students has decreased 1.88 percentage points over the last four years; however,
statewide, these students are leaving school 1.4 times as often as other students. American Indian males,
with a rate of 7.89 percent, have the highest dropout rate of any ethnic group. During the 2007-08 academic
year, the 4–year cohort graduation rate for American Indian students was 55.7 percent.
8 2009 SACIE Report / Executive Summary
Innovative Educational Opportunities
In North Carolina, a number of efforts are underway to
improve graduation rates and strengthen the high
school experience for all students. For example, Learn
and Earn/Early College high school programs provide
students an opportunity to simultaneously earn a high
school diploma and an associate’s degree or two years
of college credit. Through the support of the Bill and
Melinda Gates Foundation, North Carolina has created
New Schools Project high schools that are more
focused, rigorous, and delivered in smaller learning
communities. In its 2009 Annual Report, the Council
explores how the state’s innovative reform programs
can more effectively serve American Indian students.
Through student focus groups and interviews with
school administrators, the Council examined the nature
of innovative high school opportunities, how schools
are currently meeting the academic needs of American
Indian students, ways in which Native culture is embedded in school experiences, and participation of Native
students in online courses. Additionally, an attempt was made to identify barriers that prevent American Indian
students from participating in any or all of these opportunities. The information was gathered in three school
districts largely selected based on each district’s relatively significant enrollment of American Indian students
and recent establishment of innovative programs. Two of the districts, Cumberland and Robeson, are state-operated
and the third district, Cherokee Central Schools, is tribally-operated.
The Council was gratified to learn that American Indian students are participating in some of these programs at
close to the same rate or even at a higher rate than their proportion of the population. For example, 1.3% of the
North Carolina public high school enrollment is American Indian, but American Indian students represent 3.3%
of the students participating in Learn and Earn Early College High Schools and Redesigned High Schools (North
Carolina New Schools Project, 2009) and 3.7% of the students enrolled in the North Carolina Virtual Public
School, according to data from the North Carolina Department of Public Instruction. Approximately 1.1% of
participants in community college “transition” courses (including Huskins, Early College, and Special Credit
programs) are American Indian (North Carolina Community College System, 2008).
Unfortunately, the Council was discouraged by the very low participation rates of American Indian students in
Advanced Placement (AP) and International Baccalaureate (IB) courses. In 2008, only 376 or 0.4% of the more
than 85,000 AP examinations administered in North Carolina were taken by American Indian students (College
Board). Of the 1,406 students currently taking IB courses, only 7 or 0.5% are American Indian, according to
data reported by the North Carolina Department of Public Instruction.
Recommendations 9
Recommendations
Although evidence exists that documents the participation of American Indian students in innovative educational
reform programs, evidence also indicates that a great deal of work remains to be done to ensure optimal
engagement of students most at risk of dropping out of school. Educators and policy leaders must provide
unwavering support for the establishment and expansion of educational programs that will engage students in
positive academic experiences. Further, barriers which impede student participation must be identified and
minimized or completely eliminated.
Therefore, the State Advisory Council on Indian Education advises the State Board of Education and local school
districts to respond as follows:
Recommendation 1:
Establish and implement a broad array of innovative high school reform programs to provide
rigorous academic experiences for American Indian students and aggressively identify, enroll, and
monitor all students who would benefit from participation in such programs.
The state and local districts must strengthen and broaden identification and enrollment practices in order to
effectively and efficiently meet the needs of American Indian students who would benefit from participation
in innovative educational initiatives. Reliable and accurate data systems are critical in the successful
implementation of these practices and must be developed in a deliberate and purposeful manner. Also, careful
consideration must be given to disaggregation of data to ensure equitable participation of all eligible students.
Recommendation 2:
Develop and implement nontraditional outreach and communication strategies to effectively reach
all American Indian families.
Although the state and local districts regularly disseminate education-related information, traditional
communication strategies appear to be ineffective in reaching all American Indian students and parents.
Consequently, parents are uninformed and are unable to support their child’s participation in programs that
would positively impact future success. Many Native parents regularly attend tribal-sponsored meetings but
do not attend school meetings; therefore, it is imperative that districts develop alternative, nontraditional
strategies to maximize communication. For example, to increase communication capacity, districts could
partner with existing Indian education programs and tribal organizations that provide support services to
American Indian families and children. Districts could include educational information in tribal newsletters,
on tribal websites, and during community cultural events, such as powwows.
Recommendation 3:
Integrate accurate information regarding Native culture in all aspects of the curriculum.
Research supports the assertion that American Indian students demonstrate higher levels of academic
performance when their cultural identity and heritage are acknowledged and validated. As the driving force
for instruction across all disciplines and grade levels, state curricula standards must be rigorous and
culturally-based in order to meet the unique academic needs of Native students. Instructional materials,
including textbooks, must accurately reflect the historical and contemporary presence of American Indians
in North Carolina, with particular emphasis on topics such as tribal histories and languages. Through high
quality professional development, educators must be provided information relative to best instructional
practices for teaching American Indian students. For this to occur, the SBE should support and expand the
existing resources previously developed in partnership with LEARN NC.
10 2009 SACIE Report / Recommendations
Recommendation 4:
Establish supportive and caring school environments for all American Indian students.
It is reasonable to expect state and local districts to establish supportive and caring school environments
for all students, including all American Indians. A prevalent theme emerged from the interviews regarding
the importance of positive student-teacher relationships. Meaningful interactions between educators and
students are essential for student success. During the site visits, positive relationships seemed to be at
least partly enhanced by small school size given that students appeared to be more comfortable and
empowered to approach teachers and administrators with questions and concerns. Students strongly
emphasized the importance of having access to successful Native adult role models who could favorably
impact their intrinsic motivation to establish high goals for their own success. The SBE and the Department
of Public Instruction should partner with the state’s tribal organizations to develop and disseminate an
up-to-date database of Native individuals who could serve as guest presenters on a variety of topics.
Recommendation 5:
Identify and eliminate barriers which inhibit the participation of American Indian students in
innovative educational opportunities.
In order for American Indian students to successfully participate in innovative educational programs,
barriers which impede their participation must be identified and minimized or completely eliminated.
Limited or no access to computers and/or the Internet outside the school setting surfaced in the interviews
as a key barrier for many students. To minimize or eliminate this barrier, districts must seek additional
resources to provide students with access to technology. The interview responses also cited barriers
created by inflexible transportation policies and inadequate funding to support student transportation.
The SBE could review existing transportation policies and identify those which unintentionally serve as
disincentives to school districts. For example, policies related to efficiency ratings could be reviewed and
revised to allow greater flexibility as needed by districts in the provision of transportation.
The Council looks forward to the continued opportunity to partner with the State Board of Education
and the Department of Public Instruction in the review and implementation of the findings and
recommendations included in the 2009 Annual Report, Weaving Innovative Educational Opportunities
for American Indian Students.
Innovative Educational
Opportunities for American
Indian Students
11
Innovative Opportunities for American Indian High School
Students in North Carolina
Background
The state of North Carolina is a national leader in high school reform, particularly in terms of developing and
offering innovative educational opportunities to high school students. Major reform initiatives currently
being implemented in North Carolina include:
• Redesigned High Schools. These are small, theme-based schools that focus on preparing students
for college. Many of these schools were originally part of larger, comprehensive high schools.
• Learn and Earn Early College High Schools. Located primarily on university and community
college campuses and serving students in grades 9-12 or 13, these high schools are targeted at
students who have been historically underrepresented in college enrollments. The primary goal for
these restructured high schools is to provide an accelerated curriculum to enable students to
graduate with a high school diploma and two years of transferable college credit.
• Opportunities to earn college credit, through Huskins Dual Enrollment and Learn and Earn
Online. These programs are designed to provide students with access to college courses either
through dual enrollment at a local community college or through online access to college courses.
• Increasing the focus on rigor, relevance, and relationships in comprehensive high schools
through a variety of approaches such as Ninth Grade Academies, theme-based Career Academies,
and expanding enrollment in Advanced Placement (AP) and International Baccalaureate (IB) courses.
The good news is that American Indian students are participating in some of these opportunities at close to
the same rate or even at a higher rate than their proportion of the population. For example, 1.3% of the North
Carolina public high school enrollment is American Indian, but American Indian students represent 3.3% of
the students participating in Learn and Earn Early College High Schools and Redesigned High Schools (North
Carolina New Schools Project, 2009) and 3.7% of the students enrolled in the North Carolina Virtual Public
School, according to data from the North Carolina Department of Public Instruction. Approximately 1.1% of
participants in community college “transition” courses (including Huskins, Early College, and Special Credit
programs) are American Indian (North Carolina Community College System, 2008).
Unfortunately, the discouraging news is that the
American Indian participation rates are very low in AP
and IB courses. Only 376 or 0.4% of the more than
85,000 AP examinations administered in North Carolina
were taken by American Indian students (College Board,
2008). Of the 1,406 students currently taking IB courses,
only 7 or 0.5% of the participants are American Indian,
according to data reported by the North Carolina
Department of Public Instruction. Figure 1 depicts the
extent to which specific programs serve a proportional
share of American Indian students. For each innovative
program, the chart reflects the proportion of program
participants who are American Indian as compared to
the overall proportion (1.3%) of American Indian
students enrolled in North Carolina public high schools.
Figure 1:
American Indian Participation in Selected Innovative Opportunities
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Innovative Opportunities
Innovative Opportunities
Early College
and Redesigned
Virtual Public
School
Community
College
AP IB
Proportion of Participants
Proportion of High School Population
12
This report was created to examine how these innovative reform academic opportunities could serve American
Indian students more effectively. Research and web-based resources regarding American Indian students and
innovative high school opportunities were examined. There is very little information on this topic; therefore,
additional literature on interventions and approaches for serving American Indian students was included.
To capture lessons learned from North Carolina experiences, the following interviews were conducted in March
and April, 2009:
• Focus groups of students were convened in two sites: the Robeson Early College High School and
South View High School in Cumberland County. The sites were selected given that both serve
relatively large proportions of American Indian students and both have recently implemented
innovative programs.
• School and central office staff from three districts were interviewed. These individuals included the
principal of the Robeson Early College High School, the Title VII Indian Education Program Director
in Robeson County, an assistant principal at South View High School, three Title VII Indian
Education Program staff members in Cumberland County, and the Superintendent, three principals,
one curriculum coordinator and one Exceptional Children’s Program staff member from the
Cherokee Central Schools.
The interviews included questions regarding the nature of innovative high school opportunities, how schools are
currently meeting the academic needs of American Indian students, ways in which Native culture is embedded in
school experiences, and participation of Native students in online courses. Additionally, an attempt was made to
identify barriers that prevent American Indian students from participating in any or all of these opportunities.
The following sections present a brief review of pertinent literature and national initiatives, followed by the
results from the interviews and concluding with overall findings.
The national experience: literature and initiatives
A review of the research and national initiatives for this report
was not designed to be comprehensive. Instead, the report
highlights key points regarding serving American Indian students
and identifies issues that stakeholders may consider.
The disconnect between students’ home culture and school
environments has been proposed as one explanation for why
American Indian students do not perform as well in school as
other groups (Vogt, Jordan, & Tharp, 1987). The literature on
culture and instruction indicates that effective learning
environments for students of diverse backgrounds include high
expectations, strong caring relationships, teachers who are
aware of students’ backgrounds and who can effectively modify instruction to work with those students, and
parental and community involvement (Edmunds, 2004).
In 2005, the Council of Chief State School Officers (CCSSO) convened a focus group of tribal leaders, educators,
and researchers to specifically address the manner in which high school reform initiatives can benefit American
Indian students. Results from this focus group and recommendations are included in an Issue Brief entitled,
“How can the nation’s high schools respond to the needs of Native American students?”
2009 SACIE Report / Innovative Opportunities
13
Specific recommendations included the following (CCSSO, 2006, p. 5):
• Aligning standards, curriculum, and assessment across grade levels.
• Improving communication between educators at the primary, secondary, and postsecondary levels.
• Raising expectations for student work.
• Assessing the best use of available resources.
It is possible that policymakers and educators may discount these recommendations given that they are not
unique to Native populations. This concern was acknowledged in the Issue Brief, but the case was made that it is
nonetheless important to implement these recommendations in American Indian communities given the
historical low participation and involvement of Native students in reform initiatives. The CCSSO focus group also
discussed culturally responsive schooling and identified four additional recommendations (2006, p. 5):
• Incorporating the community into the design of educational programs.
• Addressing students’ cultures across the curriculum.
• Improving professional development.
• Disseminating and researching promising practices.
Specific examples were cited as to how these recommendations could be implemented with an American Indian
perspective. “For example, high schools can reach out to families through a feast or small powwow, rather than
an open house night. Schools can create programs in which American Indian students meet weekly with Native
elders or other role models to remind themselves of the importance of working hard in the classroom. Research
on promising practices could provide the opportunity to recognize educational achievements in ways that are
consistent with American Indian values of honoring and celebrating the community. Further, promising practices
could demonstrate how educators introduce culture in the classroom and how policymakers and communities
support them, while professional development could provide new instructors with the background and skills to
do so.” (CCSSO, 2006, pp. 5-6)
The Center for Native Education is a national organization specifically focused on innovative high school
opportunities for American Indian students. The centerpiece of its work is the establishment of Early College
High Schools which are “culturally relevant and academically rigorous small high schools. By design, high school,
local cultural content, and college requirements are blended into the curricula. Students can earn up to two years
of college credit free of charge while completing their high school diplomas” (Center for Native Education, 2009).
The schools are created through partnerships with tribes, high schools, and postsecondary partners and include
substantial academic and social support for students.
Building on the Early College model, the Center for Native Education also created the New Path Program, an
intergenerational model that allows students of all ages to take courses together and earn college credit. This
model is consistent with the American Indian tradition of learning as a community.
Research and national initiatives indicate that American Indian students can benefit from many of the same
reforms being implemented in high schools across the country, especially if there is an additional focus on
integrating American Indian culture.
Innovative Opportunities
14
Focus on North Carolina: the voices of students and school administrators
To collect information on how consistent the North Carolina experiences are with other national initiatives, a
series of interviews were conducted with individuals involved in the implementation of innovative educational
opportunities. The interview protocols covered four main areas:
1. The nature of innovative opportunities available to students.
2. The needs of American Indian students and how the schools address those needs.
3. The integration of American Indian culture into the school experience.
4. Participation of Native students in online courses.
In addition, barriers that prevent students from taking advantage of some or all of these opportunities were
explored. In considering the results reported below, it should be noted that limited resources only allowed for
small group interviews. The study was further limited in that many student experiences were not captured,
particularly those from students who had dropped out of high school or who decided not to participate.
Innovative opportunities available to students. The three school districts, Cherokee Central Schools,
Cumberland County Schools, and the Public Schools of Robeson County provide a variety of innovative options
for students. For example, both Cumberland and Robeson school districts support Early Colleges for students.
These schools, respectively located on a university and a community college campus, provide students with the
ability to simultaneously earn a high school diploma and college credit. Cherokee Central Schools supports
partnerships with local colleges and universities to offer dual enrollment courses to its high school students. All
three districts provide dual enrollment through the Huskins program and additional opportunities to earn college
credit in the regular high schools.
The Cumberland and Robeson school districts have specialized theme-based schools or academies. The
Cumberland County district has 15 theme-based schools or academies at the high school level. These schools or
academies offer programming focused in areas such as Classical Studies, Health and Life Sciences, Information
Technology, and the International Baccalaureate Program. The Robeson County district operates the Robeson
Information Technology High School, a small school within a larger high school which provides students with
project-based, technology-enhanced learning experiences and is based on the national New Tech High Model.
This model is also used by Cherokee High School.
All of the districts also offer more flexible hours and programming for students, generally through computer-based
options. For example, the Cherokee Central Schools offers credit recovery during Saturday Academies as
well as extended time before and after school for students to take online courses. The Cumberland County
district offers an Evening Academy, which provides more flexible scheduling, online courses, and credit recovery.
In the Robeson County district, students who are not successful in their high schools and who are at risk of
dropping out can attend the Learning Accelerated Program (LAP). This program provides flexible opportunities for
enrollment in computer-based courses and credit recovery. Although none of these programs have been formally
evaluated, Robeson County staff attributes the recent decrease in the district dropout rate to this program and
other initiatives of this nature.
2009 SACIE Report / Innovative Opportunities
15
Offering multiple programmatic options means that students are more likely to find an environment that will work
for them thereby allowing them to stay in school. When asked why they chose to attend a particular school, most
students cited the following specific reasons. Students chose the Early College because they wanted the free
college credit and the opportunity to do something for their future. Students selected the program at South View
High School in Cumberland County because of its welcoming culture, the International Baccalaureate courses,
the chance to be with friends, and/or the opportunity to play sports. In general, however, students appeared to be
seeking a particular “fit” that would work for them. One student at the Early College described how this
environment worked better for her than a traditional high school:
And I came out here because I knew if I would have went to … a regular high school, I wouldn’t never
made it. I would’ve probably quit in the tenth and eleventh grade …I knew this was for me and this
was what I was going to do because I want to make something out of my life and I want my parents
to be proud of me; not only my parents, but the teachers that have taught me in the past. I want them
to be proud of me, too. So Early College is kind of like my lead way, somewhere for me to be able to
take it and go.
Meeting the needs of American Indian students. The Native students who were interviewed viewed
themselves as having the same needs as other high school students. As one Early College student said, “I guess
everybody has the same needs and eventually they usually get them.” Nevertheless, some students indicated
that they could benefit from an additional “push” to achieve and from high expectations. Another Early College
student stated:
Most of our parents were raised up on farms and the highest grade they completed was maybe fifth
or sixth grade...Really, it seems like if we could just have that extra push, like somebody there talking
to us and telling us, “You need this. If you don’t, then you’re not going to go anywhere in life,” really,
basically that’s all we need.
School administrators agreed that all students need the same high expectations. One principal with the Cherokee
Central Schools said:
When our kids go out and they graduate, they’re going to be in competition with these kids from other
schools…they’re going to have to have the same skills those kids have. We’re trying to keep our
cultural heritage alive, and we’re trying to push that as well as the academic rigor that is required.
Similarly, an Early College principal commented on high expectations for all students:
None of our courses are watered down. We don’t offer remedial courses, the prep courses that the
other high schools have. Our kids go into Honors Geometry, and that’s true of all of our students. I
think the same expectations are there for the American Indian students, the Caucasians, the
Hispanic…and that really helps.
While having the same high expectations for all students is important, the South View assistant principal also
made the point that educators need to look at students as individuals:
You have to look at what the children bring to the table individually, and get to know the students. And
we do do that here. You have to get to know your child and know what their background is, and were
Innovative Opportunities
16
they up all night because they were babysitting because mom’s working? You have to look at each
individual student to understand how to reach that student and get them to learn.
As the above comment indicates, individualizing instruction requires knowing the students and caring about
them. Students and staff members frequently commented on the value of having caring relationships between
students and adults. One district staff member who worked directly with these students commented on how
having an adult who cares can make a difference:
So you get these kids who are depressed and feel like all hope is gone, and then you’ve got a person
that says, “Oh, I believe in you. I believe in you.” It changes. It changes the landscape of things.
The students agreed. As one Early College student shared, “You’ve got to have that person that you can sit down
to talk to and every teacher here will listen, no matter what’s going on.” Another student talked about how the
school supported her during a challenging time in her life:
When one’s hurt, basically everybody gets hurt; because I had a loss last year
with my brother, and it’s like everybody here was sort of like my family. They
called, and they sent me letters and all kinds of stuff, checking up on me.
And it really helped out a lot because that was a down time in my life, and it
was like everybody here, they just cared…– even my principal called, and she
was checking up on me every day. So it really helps.
As noted, positive relationships were at least partly enhanced by small school size
and the fact that everyone knew each other. The principal of the Robeson Early
College High School commented:
It’s like we’re all one. We create more of a united body instead of
recognizing, “Oh, you’re different. You’re American Indian,” or, “You’re
African American,” or you’re whatever… Any number of things that might
separate somebody in a traditional school, here it really doesn’t. The staff
shares the same sentiments. In a traditional school where I’ve worked, you
have this clique of staff members over here and this one over here. And I
think we recognize that we are small, and we’re very, very united. And our differences aren’t really as
different as what they might be in some other places.
Although these supportive relationships may be easier to establish in small settings, large schools can create and
sustain caring relationships as well. As one South View High School student stated:
I think our school is like a family. We’re all family-oriented…We’re just very supportive here, and I
think it shows through our administration too; because I know if I have a problem, I can go directly to
one of our administrators. They would help me out in any way possible.
2009 SACIE Report / Innovative Opportunities
“…you go to a high school
and the teacher doesn’t
even know your name,
doesn’t even care. But out
here, there’s a personal
connection that makes
you want to do better and
make better grades, and
get into college and just
show everybody you can
do it.”
Early College student
17
Integrating culture into the school experience. Helping students be successful in school generally requires
educators and student peers to acknowledge the heritage, background, and culture of American Indian students.
The superintendent of Cherokee Central Schools remarked, “Kids have to understand where it is they come
from. We help build a good self-esteem about who they are… because that is an essential piece of them coming
to us and being able to succeed in school.” As one of the Cumberland district administrators recommended, just
talking to students about their background allows the teacher “… to substantiate who they are and acknowledge
that Indians still exist and that an American Indian child is in my classroom. I think that goes a long way with our
children and with my parents.”
Cherokee Central Schools is a tribally-operated school district. Therefore, Cherokee culture is embedded into all
aspects of the students’ school experiences. Students are able to enroll in Cherokee language classes as well as
a Cherokee language immersion program serving students in grades K-7. The high school offers courses on
Cherokee history and arts. Most importantly, the Native culture is embedded into everyday classroom
experiences where teachers make connections to Cherokee history, culture, and language. For example, a
principal described how even the Physical Education instructor makes connections to the Cherokee heritage:
He gets them out there and says in the olden days they used to communicate by runners. So he
would take his kids and tell one of them a story and have them run a mile then tell the next person,
and they would run a mile and see what the story was at the end.
For non-tribal schools where Native students are often in the minority, the integration of Native culture can be
more challenging. In November, all three districts celebrate American Indian Heritage Month. Also, the
Cumberland and Robeson districts sponsor Native American Student Associations (NASA). To increase students’
awareness of their own history in combination with an academic program, Cumberland County Schools has
begun the Dream Catcher Program which uses the Expanding the Circle Curriculum (Ness & Huisken, 2002). This
program embeds American Indian principles and culturally-based activities clustered around four themes: (a) The
Discovery, learning about themselves and their community; (b) The Framework, building foundational skills in
problem-solving, self-advocacy, communication, diversity awareness, goal-setting, and organization; (c) The
Choice, exploring various post-high school options; and (d) The Reflection, reflecting on what they have done.
The Cherokee Central Schools also use the Expanding the Circle Curriculum. Initially, the school district offered
the curriculum to exceptional children and has now included it in regular education classrooms.
Native students in both the Cumberland and Robeson districts expressed a desire for increased attention to
American Indian history and culture in the curriculum. They also expressed a desire for Native experiences to be
incorporated in school-sponsored special events and guest lectures. One Early College student commented, “So
I would like, for future students who are coming here, to actually have more learning about their heritage.”
Similarly, one South View High School student said, “I think we need to—it’s hard to explain—but like just have
other people know more about us…I think that American Indians should get a chance to learn about their
history.”
Students want to interact more often with American Indian role models, either through successful teachers,
counselors, and/or guest speakers. As one South View student said:
I think it would help because we’d see one of our—one of us succeed or see what they can
accomplish...So it would be nice just to see that if we worked hard, we could still get it, we could still
succeed in anything.
Innovative Opportunities
18
Participation of Native students in online courses. Online courses were viewed as a significant way of
expanding students’ access to a broader range of courses. The online option allows small schools like Cherokee
High School the opportunity to offer courses that would not normally be offered. In addition, online delivery
makes it easier to offer college credit. As the Cherokee High School principal remarked, “They get a head start
on college. They get to understand how college works.” Students appreciate the flexibility of online courses as
well as the opportunity to work at their own pace.
However, the students recognized that not all courses
should be taken in an online format. For some courses,
students need hands-on experiences. One Early College
student said, “… there’s certain classes that you can take
online. You can’t take a math or a Biology class, depending
on whether you have to put your hands on it to understand
it…Depending on whether… you can just look at it and get
it, or you have to be physically touching it to get it. …I’m
taking Spanish, music, arts, and psych. I did all those
because it’s like, read out of the book and answer
questions. You can do that. But when it comes to hands-on,
I have to see it, literally.”
Those interviewed acknowledged that online courses require a certain level of motivation and responsibility on
behalf of the student. One student said, “The classes are not hard. You just have to put yourself to it.” The Early
College principal indicated, “Initially, I think our students have a hard time just being intrinsically motivated and
driven to log in and do the work, but they’re beginning to buy into it.” All of the school administrators agreed that
students need to be motivated and responsible in order to be successful in online courses. The Robeson County
Title VII Program Director indicated the following about students taking online courses:
…(they) have to be highly motivated to want to go to that computer and make themselves do that
every day. So…we realize that every student is not that kind of an independent student. [Other
students are] better at doing it if they’re in a setting where there’s a facilitator there, with a set time
that they need to come in and out, they’re going to be more successful that way than in trying to do it
independently.
This suggests that schools must provide dedicated space, time, and personnel to support students taking
online courses.
Barriers to participation in innovative programs. Interviewees commented on barriers to students’
participation in many of these innovative opportunities. While districts are requiring students to enroll in more
rigorous courses, some students may exhibit lack of confidence in their ability to succeed due to historical lower
expectations. As a result, students may need additional encouragement and counseling to enroll in advanced
courses or to take the courses required for college admission. A district staff person in Cumberland County said:
2009 SACIE Report / Innovative Opportunities
Innovative Opportunities 19
Some of them have a fear of taking AP courses. Some of them just feel like, “I can’t do that. I cannot
take an AP or honors course.”...You see kids who may have not taken a Spanish or a foreign language
and they’re in the 12th grade about to graduate and they’re like, “Well, I can’t go to college. I didn’t
take a foreign language.”…Some of them don’t have that extra push at home.
An additional barrier is simply a lack of knowledge about innovative options. Although school districts do advertise
educational options and opportunities in their communities, the traditional methods of information dissemination
do not appear to be effective in reaching all American Indian parents. Consequently, the traditional methods do
not fully inform all parents of program options and how they might impact their child’s future. As a result, program
participation of American Indian students is not as high as desired. As one district staff member described:
Parents are not informed. We talk about doing all this across-the-board advertising and all this kinds of
stuff. Our parents, they don’t get the message, do they? … Like schools of choice. They miss
deadlines. They don’t know about them, even though the county does —they advertise that it’s there,
and they put pamphlets out and stuff. It doesn’t get in the hands of our parents.
To address this issue, the Indian Education Program in Robeson County has used grant funding to support home
visits during the summer months. The staff members are informed about different programming options and are
prepared to discuss these options with parents and at-risk youth.
Lack of data and information is often a significant barrier even when staff members are actively reaching out to
parents and students. One staff member commented:
We also had issues with how do you find out who these kids are, you know; so the schools need to
really do a good job—scanning the documents, scanning the school records, and looking for every
student that might benefit from the program.
For more technology-based options, lack of access to computers or the Internet can frequently be a barrier.
School and district staff members highlighted that many of the students do not have Internet access at home. A
student at the Early College High School described these challenges but indicated how she made it work:
Since I don’t have Internet …on my free time, I manage to do my work when I’m here, so when I get
home, I won’t be so backed up and worried about trying to find an Internet to do work.
In the Cherokee Central Schools, students are allowed to check out computers if they are taking an online course.
However, inconsistent availability to technological resources continues to restrict access for many students.
Lack of transportation can be a real barrier for participation in many of these activities, with the exception of the
Cherokee Central Schools which can provide transportation for its students. District staff stated that, “for many
programs, the very students who need to be involved in some of these programs don’t have transportation. So
that has been a problem.”
Consequently, all of these barriers may prevent American Indian students from taking optimal advantage of these
innovative programs that could more positively impact their achievement.
20 2009 SACIE Report / Innovative Opportunities
Findings
Results from the literature review and the interviews yielded significant findings that have implications for state
policy and school districts offering innovative educational programs.
Finding: It is important to track the participation rates of American
Indian students in innovative programs.
While American Indian participation rates are proportionally high in some of
the programs (such as in the Early College and Redesigned High Schools),
the rates are woefully low in other areas, such as in Advanced Placement
and International Baccalaureate courses. Disaggregating participation rates in
innovative opportunities by demographic group could be informative. By
doing so, the state and school districts can determine if (a) all groups of
students are participating equitably in these opportunities, and (b) changes
need to be made to ensure equitable access.
In addition, data systems may help districts and schools more easily identify students who would benefit from
these opportunities, particularly students who are at-risk of not graduating.
Finding: American Indian students benefit from a variety of programmatic options designed to provide
rigorous experiences that meet their needs.
The districts examined in this report all provide a variety of options for students including thematic schools, early
college high schools, access to college courses, and advanced course options. These varied options allow
students to select programs that best meet their needs, whether they choose an evening course schedule or the
opportunity to earn an associate’s degree while in high school. However, whatever the option, high expectations
and sufficient support to meet those expectations are key components.
Finding: American Indian students benefit from supportive and caring relationships.
A prevalent theme emerging from the interviews was the critical importance of positive student-teacher
relationships. Creating these vital relationships requires careful attention. The state can identify and
disseminate information about programs that lead to supportive and caring school environments.
Subsequently, districts and schools can establish supportive learning environments that foster positive and
meaningful interactions between educators and students.
Finding: American Indian students benefit from the integration of Native culture in the curriculum and the
inclusion of Native role models in the school.
The literature on culture and instruction suggests that American Indian students perform better when their
cultural identity and heritage are acknowledged and validated. Schools can do this by consistently embedding
culturally relevant activities into classroom instruction, by sponsoring events that inform about American Indian
culture, and by involving tribal community leaders who are American Indian role models.
State policy leaders have a role in this, as well. As curriculum standards are revised and textbooks are adopted, it
is imperative that American Indian history and literature are appropriately represented. In addition, it is critical that
professional development is offered to teachers on instructional strategies that best meet the needs of American
Innovative Opportunities 21
Indian students. Unequivocally, the state should support and expand the existing resources previously developed
in partnership with LEARN NC.
Finding: American Indian students can benefit from online instruction.
Although online courses expand access to a broader curriculum, the interviewees suggested that online course
delivery has both strengths and weaknesses. In particular, schools must recognize that some students require
additional structure and support in order to succeed in online courses.
Finding: American Indian families benefit from nontraditional outreach to ensure their awareness of
educational options.
Simply publicizing educational options through traditional channels does not reach all American Indian families.
Both the state and school districts must adopt more creative methods for communication. One nontraditional
possibility is to work through existing tribal networks and/or participate in cultural events. As recommended in
the CCSSO report (2006), schools can actively engage and participate in cultural events, such as powwows,
thereby creating opportunities to more effectively inform and disseminate information. Another possibility would
be to include in program-specific grants a requirement for more nontraditional strategies of outreach and
recruitment. For example, as part of grant proposals, the state should require applicants to describe specific
outreach and recruitment efforts tailored to Native communities.
Finding: American Indian students benefit and program participation increases when identified barriers
are addressed.
Schools and districts must ensure that American Indian families and students are informed regarding innovative
opportunities. Additionally, schools and districts must identify and address potential barriers that inhibit American
Indian student participation. For example, districts and schools could seek funding for laptops and adequate
Internet access. Further, the state could review existing transportation policies to identify those that may
unintentionally serve as disincentives to providing transportation for innovative programs.
Conclusion
In recent years, North Carolina has significantly increased the availability of innovative educational opportunities for all
high school students. The state is continuously developing broader range of instructional models. However, additional
effort must be made to ensure that American Indian students can take advantage of and benefit from these
opportunities. It is the mission of the State Board of Education that “every public school student will graduate from
high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
Concomitantly, it is the vision of the State Advisory Council on Indian Education that “every American Indian student
graduate from academically rigorous and culturally relevant high schools as well-prepared lifelong learners globally
competitive for work and postsecondary education.” As such, the findings identified in this report support the
Council’s position that culturally relevant learning environments are unquestionably essential for the success of
American Indian students.
22 2009 SACIE Report / State Profile
State Profile
23
End of Grade Composite Scores
Composite scores in reading and math are compiled by averaging the results of End of Grade tests for grades
3-8. In 2007-08, the achievement gap between American Indian students and the state average composite
scores in reading increased and is now a 16 percentage point gap. However, the gap in math has decreased
3.4 percentage points since 2005-06 reports.
Elementary/Middle School Achievement
30
40
50
60
70
80
90
100
State American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
84.3
77.7
84.6
78.2
85.5
78.8
84.9
76.7
56.8
40.8
% of Students At or Above Level III
• The break in the line graph indicates an
incomparable change was made in the Reading
EOG assessment. The SBE implemented more
rigorous achievement level cut scores.
• Despite the fact that both subgroups decrease in
the percent of proficiency, the gap in achievement
between the American Indian student population
and that of their state counterparts in 2007-08 is
greater than it has been in years past.
30
40
50
60
70
80
90
100
State American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
87.3
83.1
63.4
49.1
66.4
54.1
71.0
59.1
88.5
84.8
READING
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
MATH
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
• The break in the line graph is due to changes that
were made to the Math EOG that can not be
compared to previous years. New test editions
were introduced and the SBE implemented more
rigorous achievement level cut scores.
• The achievement gap in mathematics between
American Indian students and the state average
widened after the test changes were made.
However, the gap was narrowed in 2006-07 by
2 percent and again in 2007-08 by 0.4 percent.
% of Students At or Above Level III
Elementary/Middle School Achievement
24 2009 SACIE Report / State Profile
End of Grade Scores by Grade Level
The tables below show test performance data by grade level over the most recent five year period. The percent
proficiency of a certain class of students can be followed by reading diagonally down from left to right in the
charts. Increases in percent proficiency over time may be seen as indications of the math or reading progress of
a particular cohort of students.
PERCENT PROFICIENT READING
(Percent of Students at or Above Achievement Level III)
PERCENT PROFICIENT MATHEMATICS
(Percent of Students at or Above Achievement Level III)
American Indian Students Al Students
Grade 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 75.0 77.5 77.5 77.7 40.2 83.4 83.4 84.9 83.7 55.6
4 75.3 73.5 77.6 80.8 46.7 83.7 83.5 85.4 87.4 60.6
5 83.6 83.7 81.4 88.8 38.9 89.5 90.1 90.5 91.6 56.9
6 72.0 73.4 73.9 74.9 47.2 80.8 82.2 83.1 84.2 60.5
7 79.5 79.2 81.4 83.1 33.6 85.8 86.2 88.0 88.1 52.0
8 85.5 84.2 81.4 84.7 37.6 88.6 88.9 88.5 89.5 55.1
American Indian Students Al Students
Grade 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 85.0 81.0 57.6 63.0 68.2 89.0 85.9 68.8 71.9 74.4
4 90.8 88.5 54.9 54.6 66.0 94.6 92.8 66.0 68.7 74.2
5 90.2 84.5 45.0 55.2 55.9 93.4 90.8 64.1 67.6 70.8
6 86.4 86.6 46.0 49.8 56.3 90.0 90.1 62.6 65.3 69.0
7 78.5 80.4 47.2 49.5 53.0 84.9 85.1 62.3 64.1 68.1
8 82.1 80.3 45.0 52.4 54.2 85.0 84.7 61.3 65.7 69.1
High School Achievement 25
High School End-of-Course Tests
The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student will
graduate from high school, globally competitive for work and postsecondary education and prepared for life in the
21st Century. Therefore, increased rigor and additional mathematics requirements were recently introduced as
requirements to receive a NC high school diploma.
Beginning 2009-10, entering high school Freshman must earn four high school math credits, one must be beyond
Algebra II or suited to their career/academic plan. This increase in academic expectation has caused many
education stakeholders to focus their attention on secondary education.
Due to limited data, the results from Algebra I, Biology, and English I are reported here, results from all five End-of-
Course (EOC) tests will be reported in future editions as available. Currently, the percent proficient of American
Indian students in all three of these areas is 60 percent of below.
High School Achievement
% Proficiency on End of Course Exam
• The break in the line graph is due to changes that
were made to the EOC test and can not be compared
to previous years. New test editions were introduced
and the SBE implemented more rigorous achievement
level cut scores.
• In the past year, both the state’s and the American
Indian population have increased achievement in
mathematics, and the American Indian population has
closed the gap 1.3 percentage points.
• American Indian students in NC who scored proficient,
earning a Level III or IV, on the EOC increased
1.1 times faster than NC’s Algebra I students.
ALGEBRA I
Percent Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
80.0
77.5
80.3
73.7
82.6
76.8 66.7
54.1
69.0
57.7
BIOLOGY
Percent Proficiency on End of Course Exam
• American Indian students’ percent proficiency on the
Biology EOC increased by 0.2 percent.
• The state population taking the Biology EOC
experienced an greater increase in achievement,
resulting in a 1.9 percent increase in the achievement
gap between American Indian students and the
students in NC.
% Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
65.3
59.0
68.0
59.2
63.6
53.6
63.4
51.2
61.4
48.1
State American Indian
State American Indian
26 2009 SACIE Report / State Profile
ENGLISH I
Percent Proficiency on End of Course Exam
• In 2006-07, new tests were introduced and the
SBE implemented more rigorous achievement
level cut scores, resulting in measures that can not
be compared.
• The percentage of American Indian students
scoring proficient on the English I EOC increased.
This rate of increase was not as great as that of
the state, causing an increase of 1.1 percent in the
achievement gap between these two subgroups.
% Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
81.5
73.4
81.9
72.5
82.8
75.2
72.1
59.6
73.6
60.0
High School Graduation Rates
Based on three years of data, American Indian students’ four-year graduation rate has consistently remained
lower than that of the state. The new, more rigorous graduation requirements adopted by the State Board of
Education (see Appendix F) pose an even greater concern.
• As indicated by the increase in distance between
the 2007-08 points for each subgroup, the gap
between the percent of American Indian
students and the students in the state of North
Carolina is getting larger.
NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
Graduation Year
State American Indian
State American Indian
High School Achievement 27
GRADES 9–12 DROP-OUT RATES
• The high school drop-out rate for American
Indian students has decreased 1.88 percentage
points over the last four years, while the state
average dropout rate has increased 0.11
percentage points.
• Despite the improvement in dropout rate,
American Indian students are still leaving
school 1.4 times as often as other students in
North Carolina.
0
2
4
6
8
10
12
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
High School Drop-Out Rates
While the number of American Indian students leaving school without graduating has declined, American Indians
students continue to drop out of school in disproportionate numbers.
GRADES 9–12 DROP-OUT RATES
Male and Female Students
• While drop-out rates for American Indian males
and females appear to be decreasing overall, the
drop-out rate of both of these subgroups is
higher than the state average.
• American Indian males, with a rate of 7.89
percent, have the highest dropout rate of any
race/gender combination. However, the rate has
decreased 2.6 percentage points since 2003-04.
0
2
4
6
8
10
12
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
State Female American Indian Male American Indian
State American Indian
28 2009 SACIE Report / State Profile
NC ADVANCED PLACEMENT EXAMINEES
• Since 2003-2004 school year, the total number of
AP examinees in NC has continuously increased,
while fewer American Indian students are taking
the AP exams for college credit.
• Students in the state take AP exams at
approximately three times the rate of American
Indian students.
Advanced Placement Courses
One way to measure student achievement is by examining student enrollment in Advanced Placement (AP)
courses. Student exposure to AP level courses provides valuable experience and opportunities for earning college
credit. The rate at which American Indian students enroll in AP courses indicates their level of preparation for
higher education.
Students who participate in AP courses have significantly higher college grade point averages (GPAs) and higher
college graduation rates than academically and economically similar students who do not take these demanding
courses. North Carolina college admission officers have stated that while the goal of enrolling in AP courses
is to earn college credit, students who complete the course, regardless of receiving college credit, are more
prepared for college than their counterparts.
0
2
4
6
8
10
12
14
16
18
20
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Students Taking AP Exams
State American Indian
High School Achievement 29
NC STUDENTS TAKING THE SAT
• The percent of students taking the SAT in NC
has decreased the past year.
��� The percent of American Indian students taking
the SAT in 2007-08 was slightly greater than the
percent of students in NC taking the test.
SAT Scores
The Scholastic Aptitude Test (SAT) measures the verbal and math reasoning abilities students develop throughout
school. The test identifies a student’s ability to understand and analyze written material, to draw inferences, to
differentiate shades of meaning, to draw conclusions, and to solve problems. These are skills that are necessary
for success in college and the working world.
SAT scores are a fairly good predictor of a student’s academic success in their first year of college. Therefore,
colleges and universities rely heavily on SAT scores for college admission. Traditionally, students begin taking the
SAT as early as the tenth grade.
NC SAT SCORES
• American Indian student’s average SAT scores
has decreased 15 points the last year while the
average score of the NC student population has
increased.
• The greatest discrepancy is in the level of
achievement. American Indian students scored
on average 100 points lover than the state
overall, which is the largest gap reported over
the five year period. Although the range of
performance fluctuates from year to year, the
gap still remains significant.
30
35
40
45
50
55
60
65
70
75
80
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Students Taking the SAT
900
910
920
930
940
950
960
970
980
990
1000
1010
1020
2003-04 2004-05 2005-06 2006-07 2007-08
SAT Score
State American Indian
State American Indian
30 2009 SACIE Report / State Profile
College Enrollment
NC COMMUNITY COLLEGE SYSTEM (NCCCS) ENROLLMENT
• Over the last two years, American Indians have
enrolled in NC community colleges at a rate over
thirty percent higher than the overall North
Carolina student population.
NC Community Colleges
American Indian students are entering community colleges at higher rates than the state average. Students who
enter North Carolina’s community college system may experience the benefits of saving money, living at home or
close by, and making a smoother transition to college and living independently.
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
32.0
27.1
36.1
27.2
34.7
25.6
36.4
27.3
27.3
25.2
ENROLLMENT IN UNC SYSTEM SCHOOLS
• North Carolina American Indian students have
enrolled in UNC System schools at rates higher
than the state average in four of the last five years.
University of North Carolina (UNC) System
In addition to the financial advantage of higher education, college graduates experience many other benefits,
from greater health insurance coverage and better housing to longer life expectancy and more time for
leisure activities. The University of North Carolina System has 16 schools across the state with a variety of
program offerings.
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
32.9
31.9
32.8
31.4
30.9
30.1
33.6
30.2
35.0
31.5
n = 243 n = 301 n = 231 n = 288 n = 322
n = 250 n = 273 n = 296 n = 250 n = 297
State American Indian
State American Indian
College Retention and Graduation 31
College Retention and Graduation
Unfortunately, too many intelligent and capable American Indian students who enroll in colleges or universities
experience a variety of difficulties and do not graduate. In the tables below, rates of retention and graduation
rates for American Indian students are compared to the general North Carolina student population. The data are
for UNC System schools with at least ten American Indian students in each of the cohort years examined.
A distinction is made between the students retained or graduated from the original UNC institution entered (OUI)
and students retained or graduated from any UNC institution (AUI). Percentage retention and graduation is
generally somewhat higher for the latter. For space reasons, only one year of the AUI data per group is shown in
each table.
Unlike the other data reported in this section, these statistics include all students, including those from outside
North Carolina.
UNC SYSTEM
• The freshman retention rate for American Indian students decreased to 77.3% for the 2005 cohort after exceeding the
retention rate for all students for the first time with the 2004 cohort. The two-year retention rate for the 2005 cohort was
54.9%, the lowest rate in at least nine years.
• Graduation rates for American Indian students in the greater University of North Carolina system lag behind those of the
general student population. The six-year graduation rate at UNC institutions for all students is 63% for the most recent
data. The six-year rate for American Indian students is 44%.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 266 74.1 60.9 52.3 55.6 81.2 70.4 65.1 70.7
1998 256 71.5 57.4 52.0 60.2 80.7 69.2 64.5 70.6
1999 241 71.0 61.8 59.3 63.9 80.3 70.3 65.9 71.9
2000 282 75.2 62.8 56.7 62.1 81.6 71.2 66.4 72.6
2001 279 77.4 61.6 58.1 60.9 81.5 71.2 66.2 71.9
2002 279 79.2 65.2 63.4 66.7 81.0 70.8 66.0 71.7
2003 290 78.3 63.8 59.0 64.1 81.8 71.7 66.3 72.1
2004 316 82.3 69.3 60.4 63.6 81.2 71.0 66.0 71.7
2005 357 77.3 54.9 NA NA 80.6 70.8 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 266 23.3 35.0 39.1 42.5 33.4 53.4 58.1 62.7
1998 256 22.3 40.6 44.9 50.4 32.7 53.5 57.9 62.8
1999 241 23.7 39.8 46.1 49.4 34.9 54.9 59.1 64.0
2000 282 23.0 40.4 45.7 48.2 35.5 55.2 59.3 64.2
2001 279 17.6 35.1 41.6 43.7 35.1 54.2 58.7 63.4
32 2009 SACIE Report / State Profile
EAST CAROLINA UNIVERSITY
• At East Carolina there have been several cohorts of American Indian students with retention rates comparable to the
student population as a whole. Note the 3-year retention rates for the 1998, 1999, and 2004 cohorts in the chart below.
• Graduation rates for American Indian students have mostly trailed the general student population. The 2000 cohort had a
6-year graduation rate (at any UNC institution) that was only slightly lower than the rest of the ECU students in that
cohort. However, the 2001 cohort fared much worse, as only 28% of these students graduated at any UNC institution in
six years.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 21 66.7 47.6 38.1 47.6 78.3 66.6 59.7 66.5
1998 24 79.2 54.2 58.3 66.7 79.0 66.3 60.9 67.2
1999 21 66.7 57.1 61.9 66.7 76.4 66.7 61.9 67.7
2000 28 71.4 60.7 53.6 64.3 78.0 67.9 63.5 69.0
2001 25 76.0 56.0 44.0 52.0 76.9 66.6 61.7 67.8
2002 21 81.0 66.7 57.1 57.1 76.6 67.2 61.7 67.7
2003 20 60.0 50.0 50.0 55.0 78.8 69.8 63.9 69.6
2004 23 73.9 69.6 65.2 65.2 75.9 67.5 62.9 69.1
2005 26 73.1 65.4 NA NA 78.7 70.9 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 21 23.8 28.6 33.3 42.9 24.6 47.8 53.7 59.6
1998 24 25.0 41.7 41.7 50.0 25.7 48.1 53.3 58.8
1999 21 19.0 33.3 38.1 42.9 25.3 48.4 54.4 59.1
2000 28 7.1 42.9 46.4 57.1 27.6 50.5 56.4 60.9
2001 25 16.0 24.0 24.0 28.0 25.5 49.4 54.4 59.2
33
NORTH CAROLINA STATE UNIVERSITY
• After years of lower retention rates, the 2004 cohort of American Indian students had higher 1-, 2-, and 3-year retention
rates than the general student population at NC State. However, the retention rates for the 2005 cohort returned to
previous levels.
• American Indian students at NC State trail the general student population in all measures of graduation rate.
College Retention and Graduation
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 35 77.1 71.4 57.1 60.0 87.8 78.1 72.2 77.2
1998 32 81.3 59.4 53.1 75.0 88.0 79.2 74.1 80.2
1999 23 87.0 82.6 73.9 78.3 88.9 81.1 77.0 82.1
2000 45 75.6 68.9 66.7 75.6 88.7 81.9 77.6 83.0
2001 30 83.3 60.0 60.0 63.3 89.1 81.8 76.2 80.7
2002 35 97.1 88.6 91.4 91.4 90.0 82.4 77.3 82.1
2003 26 84.6 76.9 76.9 84.6 90.2 83.4 79.2 84.5
2004 33 93.9 90.9 78.8 81.8 88.7 82.2 77.8 82.3
2005 33 78.8 66.7 NA NA 89.4 82.4 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 35 17.1 31.4 37.1 42.9 26.5 56.3 63.3 67.9
1998 32 15.6 40.6 40.6 53.1 29.7 60.9 66.9 72.1
1999 23 34.8 52.2 65.2 69.6 35.5 65.1 70.5 75.3
2000 45 24.4 42.2 53.3 60.0 36.8 65.0 70.2 75.0
2001 30 13.3 43.3 50.0 53.3 36.8 64.5 69.5 73.4
34 2009 SACIE Report / State Profile
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
• UNC-Chapel Hill has a relatively high student retention rate. The retention rate of American Indian students, while still
high, lags a little behind that of the general student population. The table below reveals that two recent cohorts of
American Indian students have had 100% freshman retention rates. However, retention rates slipped for the 2005 cohort,
with the two-year rate falling to 64.1%.
• American Indian students at UNC-CH trail the general student population in all measures of graduation rate.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 27 85.2 77.8 74.1 81.5 94.8 88.8 86.6 89.0
1998 26 88.5 73.1 65.4 69.2 93.9 87.8 84.0 86.7
1999 27 88.9 81.5 77.8 85.2 94.1 89.0 85.3 87.9
2000 27 100.0 81.5 74.1 77.8 95.0 89.8 86.9 89.4
2001 41 78.0 78.0 73.2 78.0 94.8 90.4 86.5 88.8
2002 32 84.4 81.3 81.3 87.5 95.3 91.1 87.4 89.2
2003 30 100.0 93.3 93.3 93.3 95.3 90.3 87.0 88.7
2004 33 90.9 84.8 78.8 87.9 96.5 92.2 88.7 90.3
2005 39 79.5 64.1 NA NA 96.5 92.5 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 27 51.9 59.3 59.3 63 69.5 81.2 82.8 85.2
1998 26 50.0 65.4 69.2 73.1 66.8 79.7 81.7 84.2
1999 27 44.4 59.3 63.0 70.4 70.6 82.3 83.9 86.3
2000 27 48.1 70.4 77.8 77.8 71.2 82.6 83.8 86.0
2001 41 53.7 68.3 70.7 73.2 70.9 80.9 82.5 84.7
35
University of North Carolina at Pembroke
• Over the last nine years, by all measurements American Indian students have been retained at UNC-Pembroke at higher
rates than the general student population.
• The graduation rates of American Indian students are comparable to those of other students, however the rates at
UNC-P are relatively low overall.
College Retention and Graduation
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 117 72.6 57.3 50.4 52.1 71.0 52.7 46.0 54.2
1998 113 69.0 56.6 51.3 54.0 66.8 53.4 47.2 54.3
1999 104 70.2 58.7 56.7 58.7 67.6 51.2 45.5 55.2
2000 123 74.0 61.0 52.0 55.3 68.6 54.1 46.6 53.6
2001 134 76.1 56.7 56.7 58.2 72.2 50.6 45.3 53.3
2002 123 77.2 59.3 58.5 60.2 67.2 48.2 43.2 51.8
2003 125 78.4 60.0 52.8 56.8 67.1 50.3 42.9 52.4
2004 142 83.8 67.6 54.9 56.3 72.3 53.7 47.2 55.2
2005 173 78.0 49.7 NA NA 67.5 47.5 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 117 17.9 29.9 36.8 37.6 20.4 33.5 38.1 42.9
1998 113 17.7 36.3 41.6 43.4 21.6 37.3 41.6 46.8
1999 104 24.0 39.4 42.3 42.3 18.7 31.8 34.9 41.1
2000 123 19.5 34.1 36.6 38.2 20.1 34.0 37.6 41.8
2001 134 9.0 25.4 35.8 37.3 14.7 27.5 34.0 40.3
36 2009 SACIE Report / State Profile
WESTERN CAROLINA UNIVERSITY
• All recent cohorts of American Indian students at Western Carolina have trailed the general student population in
retention rates with the exception of the 2001 and 2003 cohorts.
• American Indian students have had mostly lower graduation rates than the general student population, with the exception
of the 1998 cohort. 45.5% of those students graduated at Western Carolina in 5 years or less, a rate higher than that of
the general population.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 15 66.7 46.7 40.0 40.0 67.5 57.1 51.6 60.4
1998 11 63.6 54.5 36.4 54.5 69.6 55.6 50.6 59.5
1999 13 53.8 53.8 38.5 38.5 71.5 56.5 52.9 63.8
2000 12 66.7 33.3 33.3 41.7 69.4 57.2 50.5 61.4
2001 10 80.0 60.0 60.0 60.0 71.0 58.2 53.6 63.4
2002 12 66.7 50.0 33.3 33.3 69.1 58.2 52.3 59.5
2003 17 70.6 70.6 52.9 52.9 73.9 60.0 54.2 61.8
2004 16 56.3 37.5 37.5 37.5 70.9 59.6 53.6 63.5
2005 22 63.6 31.8 NA NA 71.3 59.9 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 15 6.7 20.0 20.0 26.7 25.3 45.5 48.8 55.5
1998 11 27.3 45.5 45.5 54.5 22.7 42.2 46.0 52.7
1999 13 < 5 15.4 38.5 38.5 22.6 42.8 47.3 54.4
2000 12 16.7 16.7 25.0 33.3 24.6 44.4 46.7 54.7
2001 10 10.0 20.0 30.0 30.0 22.5 43.3 47.4 55.4
Local Education Agency
(LEA) Profiles
37
COLUMBUS COUNTY
Academically
Approximately 85% of the 434 native American students attend
Hallsboro/Artesia Elementary, Hallsboro Middle, and East Columbus
High Schools. A full-time trained tutor is assigned to each of the
three schools working out of labs designed to assist needy students
in reading and math. Tutors work closely with classroom teachers.
Approximately 75 students attend an after-school tutoring program
at one of the churches four days per week for most of the school
year. The Columbus County Indian parents give support to this effort.
The Title VII Parent Committee coordinates parent training sessions
at selected sites throughout the school year. It also supports
activities at the Waccamaw Siouan Development Association
(WSDA) designed to assist Indian students with their academics.
Cultural Awareness
Each year, all 4th grade students in Columbus County Schools
are invited to attend the Annual Pow Wow at the WSDA to observe
and participate (including frying bread) in several Indian cultural
activities. This is largely supported by the Title VII Parent Committee.
Other Title VII Activities
1. Supports sending 40-50 students to the NC Native American
Youth Conference each summer.
2. The Indian Parent Committee attends and participates in the
Annual Indian Unity Conference.
3. The Indian Parent Committee unofficially serves as a liaison
between home and school to enhance educational values and
parental involvement.
Columbus County
LEA WEB SITE:
http://www.columbus.k12.nc.us
38 2009 SACIE Report / LEA Profile
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 69.2 85.2 86.2 72.0 43.9 74.6 73.6 75.5 72.4 46.7
N Tested 26 27 29 25 41 544 470 493 514 548
4 % Grade Level 80.6 81.8 77.8 96.7 43.5 80.4 74.6 75.2 83.1 46.0
N Tested 31 22 27 30 23 455 523 468 449 500
5 % Grade Level 82.6 91.2 86.4 90.0 33.3 82.0 85.9 82.1 85.0 45.1
N Tested 23 34 22 30 36 456 490 548 454 466
6 % Grade Level 73.5 69.2 77.1 88.0 32.4 75.4 72.5 74.0 78.9 46.2
N Tested 34 26 35 25 34 509 512 523 554 517
7 % Grade Level 70.0 86.1 87.0 85.4 58.6 81.8 83.3 78.0 86.7 46.7
N Tested 20 36 23 41 29 543 546 531 498 520
8 % Grade Level 86.1 68.0 75.7 79.2 35.1 86.4 85.5 82.6 82.1 44.4
N Tested 36 25 37 24 37 493 564 535 497 486
n = 170 n = 170 n = 173 n = 175 n = 200
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 80.8 85.2 NA 56.0 73.2 84.4 79.6 NA 58.1 62.3
N Tested 26 27 NA 25 41 544 471 NA 515 549
4 % Grade Level 96.8 90.9 55.2 40.0 56.5 92.3 86.3 49.3 56.1 55.0
N Tested 31 22 29 30 23 455 531 471 449 502
5 % Grade Level 82.6 94.1 42.3 33.3 30.6 88.6 89.4 50.5 49.0 57.0
N Tested 23 34 26 30 36 456 490 548 455 467
6 % Grade Level 85.3 84.6 46.2 64.0 55.9 87.6 83.5 45.2 54.2 55.3
N Tested 34 26 39 25 34 509 514 522 554 517
7 % Grade Level 85.0 72.2 37.0 43.9 48.3 82.0 79.0 38.9 52.0 60.1
N Tested 20 36 27 41 29 543 548 532 498 521
8 % Grade Level 91.7 88.0 21.1 37.5 37.8 79.3 78.8 38.6 44.4 55.2
N Tested 36 25 38 24 37 493 566 536 498 484
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
COLUMBUS COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
Grades 3-8
Combined Reading
The reading achievement of American
Indian students in Columbus County
improved relative to that of all students in
the county and the state overall through
2006-07. After the reading EOG test was
revised in 2007-08, Columbus County
Indian students scored lower than other
students in the county and state.
From 2003-04 through 2005-06, the
achievement of American Indians on End
of Grade math tests was similar to that of
students in Columbus County overall. In
the last two years American Indian math
EOG test performance has trailed other
Columbus County students. n = the number of American
Indian students tested each year n = 170 n = 170 n = 193 n = 175 n = 200
State
LEA
American Indian
39
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
COLUMBUS COUNTY
End of Course Tests
In 2003-04 and 2004-05, American
Indian students performed slightly
higher than other Columbus
County students on the Algebra I
End of Course test, however, since
that time the achievement of
Indian students has fallen below
that of other county students.
After dropping below other
Columbus County students in
achieving proficiency on the
Biology EOC test in 2006-07,
American Indian students
achieved proficiency on that test
at a rate higher than the county
and state averages in 2007-08.
Over the last five years, Native
students have consistently
performed lower than other
Columbus County students on
English I EOC tests.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 26 n = 50 n = 31 n = 22 n = 22
n = 25 n = 37 n = 37 n = 26 n = 14
n = 42 n = 44 n = 26 n = 32 n = 23
n = the number of American
Indian students tested each year
State
LEA
American Indian
Columbus County
40 2009 SACIE Report / LEA Profile
COLUMBUS COUNTY
High School Completion and
College Enrollment
The American Indian cohort
graduation rate again increased
from 2007 to 2008. American
Indian students now graduate
at a rate significantly higher than
other Columbus County students
and slightly higher than the
state average.
The dropout rate for American
Indian students in Columbus
County fell to 3.15%, below the
state and LEA averages in 2007-08.
The rates of American Indian
high school graduates enrolling
in UNC system schools have
exceeded those of other Columbus
County graduates in three of the
last four years.
The rates of American Indian
enrollments in NC community
colleges have exceeded those of
other local graduates in four of the
last five years.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 12 n = 10 n = 7 n = 9 n = 13
n < 5 n < 5 n < 5 n < 5 n = 9
n = the number of American
Indian students attending
State
LEA
American Indian
41
CUMBERLAND COUNTY
Cumberland County Schools Indian
Education Program
Mission: To provide programs and activities
of direct assistance for meeting the special
educational and culturally related academic
needs of American Indian and Alaskan Native
Students (AI/AN) so that they can achieve the
same challenging state performance standards
as all students.
In the past two years the Indian Education
Program has increased its grant funding to
assist Native students. The following reflects
some of the district’s initiatives that support
the unique cultural and academic needs of
American Indian students:
1) Title VII Formula Grant - Office of Indian
Education - US Department of Education -
Washington DC - Federal Grant (5-year Grant).
The program’s goals are to provide tutoring
in reading and math to American Indian (AI)
students who score below proficiency on
EOG and/or benchmark tests at targeted K-8
schools; and to provide dropout prevention
counseling. This grant provides services to
approximately 205 AI students in 15 schools.
2) Project Support Grant - AI Dance Class -
Arts Council of Fayetteville/Cumberland County
This grant provides six American Indian
Dance Classes to AI students. An AI artist
teaches the different dances. Sessions are
held after school hours at South View and Mac
Williams Middle Schools. Upon completion
of this class students try-out for the Indian
Education Dance Troupe that performs
throughout the year in schools and at various
events across the county.
Cumberland County
LEA WEB SITE:
http://www.ccs.k12.nc.us
3) Project Support Grant- Trip to Washington DC
- Arts Council of Fayetteville/Cumberland County
This project supports and funds a trip to
Washington DC for a select number of AI 9th
grade students to visit the National Mall Area,
the National Museum of the American Indian
(MNAI), and to tour the Holocaust Museum.
4) Project Support Grant - AI Drum Classes - Arts
Council of Fayetteville/Cumberland County
This project keeps the American Indian (AI)
culture alive by teaching Drumming & Singing.
An AI artist from the Lumbee tribe is employed
to demonstrate and teach AI students about
the huge role the drum has played in American
Indian ceremony and culture.
5) Native Circles Smart Start Grant
The Partnership for Children (Smart Start)
and the Office of Indian Education/CCS have
joined forces to service and help prepare AI
children for successful entry into Kindergarten.
Native Circles works closely with AI families
throughout Cumberland County; providing
instructions to parents with age appropriate
materials and activities using the Parents as
Teachers Curriculum.
6) American Indian Drop-Out Prevention
Program (AIDOPP) Discretionary Grant
The primary goal of this program is to
continually decrease the dropout rate of
American Indian (AI) students at targeted
middle schools. The AI Dropout Prevention
Project (AIDOPP) aims to change the way the
district responds to American Indians, their
culture and identity. Students are offered
additional educational support needed to
transition to high school and graduate.
7) Dream Catcher’s Indian Education
Demonstration Grant U.S. Department of
Education (4-year Grant) Drop-Out Prevention for
American Indian High School Students
This funding supports efforts to continually
decrease the dropout rate among AI students
at South View, Grays Creek, Douglas Byrd and
Cape Fear High schools. This program has one
Coordinator and two Academic Advisors who
work directly with the four high schools. AI
students complete and adhere to a four-year
academic plan of high academic and personal
standards. Workshops are offered to educate
teachers on the culture of the AI community.
Teachers also learn about culturally relevant
instructional practices.
% at Level III % at Level III
42 2009 SACIE Report / LEA Profile
CUMBERLAND COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 76.3 80.0 75.0 80.2 39.5 81.0 81.2 83.2 82.0 52.4
N Tested 59 85 60 86 76 3698 3773 3945 3837 3977
4 % Grade Level 66.7 81.4 84.7 80.6 58.3 81.3 80.4 81.3 85.6 58.0
N Tested 72 70 85 62 84 3488 3843 3680 3834 3785
5 % Grade Level 76.0 83.5 92.6 93.0 38.5 88.6 88.0 89.0 90.7 53.3
N Tested 50 79 68 86 65 3529 3901 3819 3613 3957
6 % Grade Level 83.3 69.0 74.4 81.7 61.2 81.9 80.9 82.8 82.5 58.7
N Tested 60 58 82 71 85 3613 3840 3806 3705 3621
7 % Grade Level 81.2 86.9 81.4 77.3 43.1 85.8 86.3 88.0 87.6 48.0
N Tested 69 61 59 75 72 3612 3999 3868 3733 3833
8 % Grade Level 81.5 88.6 88.9 83.6 44.2 88.7 88.3 88.7 88.5 52.0
N Tested 65 70 63 61 86 3587 3900 4002 3845 3885
CUMBERLAND COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 79.7 82.4 NA 61.6 68.4 86.1 82.7 NA 61.7 65.7
N Tested 59 85 NA 86 76 3698 3779 NA 3845 3977
4 % Grade Level 87.5 84.3 58.8 50.0 64.3 92.7 89.9 56.7 60.5 65.8
N Tested 72 70 85 62 84 3488 3853 3689 3842 3797
5 % Grade Level 80.0 88.6 57.4 60.5 49.2 93.6 89.3 56.2 57.6 62.5
N Tested 50 79 68 86 65 3529 3914 3839 3629 3961
6 % Grade Level 95.0 81.0 52.4 54.9 57.6 87.5 88.3 56.7 56.5 59.8
N Tested 60 58 82 71 85 3613 3843 3807 3718 3624
7 % Grade Level 79.7 80.3 54.2 53.3 62.5 82.9 82.5 55.4 57.8 59.6
N Tested 69 61 59 75 72 3612 4003 3874 3737 3838
8 % Grade Level 72.3 80.3 42.9 57.4 60.5 82.8 82.1 52.9 57.7 60.9
N Tested 65 71 63 61 86 3587 3910 4004 3845 3885
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
CUMBERLAND COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
Over the last five years, American Indian
students have scored slightly lower
than Cumberland County students
overall on End of Grade tests in both
reading and math.
n = 375 n = 423 n = 417 n = 441 n = 468
n = 375 n = 424 n = 419 n = 441 n = 468
n = the number of American
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
43
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
CUMBERLAND COUNTY
End of Course Tests
The performance of American
Indian students on End of Grade
Algebra I tests has been similar
to that of other Cumberland
County students over the last five
years. In 2006-07 and 2007-08,
American Indian students
performed higher than other
students in the county and made
considerable gains on overall
North Carolina student
performance.
For the last five years, American
Indian students have performed
lower than other Cumberland
County students on EOC
Biology tests.
After three years of lower
performance on English I EOC
tests, American Indian students
posted slightly higher results
than students in Cumberland
County and the state in 2006-07
and achieved results equivalent
to other county and state
students in 2007-08.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 58 n = 72 n = 74 n = 60 n = 72
n = 67 n = 66 n = 63 n = 56 n = 65
n = 77 n = 82 n = 70 n = 57 n = 61
n = the number of American
Indian students tested each year
State
LEA
American Indian
Cumberland County
44 2009 SACIE Report / LEA Profile
CUMBERLAND COUNTY
High School Completion and
College Enrollment
From 2006 to 2008 the American
Indian graduation rate has
increased, but it still lags about
ten percentage points below the
state and county rates.
In 2007-08, American Indian
students in Cumberland County
dropped out of high school at a
rate near the state average;
however that 5.02% rate was
above the rate for Cumberland
County overall.
The rate of American Indian high
school graduates enrolling in UNC
system schools is lower than that
of other Cumberland County
graduates; however the rates of
American Indian enrollments in
NC community colleges have
exceeded those of the overall
local population in four of the last
five years.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 13 n = 10 n = 6 n = 10 n = 14
n = 12 n = 14 n =11 n = 12 n = 13
n = the number of American
Indian students attending
State
LEA
American Indian
45
GRAHAM COUNTY
Graham County Schools Title VII Indian Education Program
supports a full-time Indian Education Tutor position and works
hand in hand with the Tribal Program in Graham County Schools
to provide services to Indian Students Pre-K through 12th grade.
Mission
The mission of the Graham County Schools Indian Education
Program is to provide an environment which develops capable,
highly skilled citizens who can compete in the 21st century.
Goals
• Improve communication between families and school
• Increase academic achievement
• Improve attendance
• Provide assistance to parents, teachers, and students
• Increase High School graduation rate
• Assist graduates applying to the military and to colleges
• Work with community college to provide dual enrollment
opportunities
• Work with Tribal programs to insure students receive
maximum benefits
• Promote an appreciation of Indian culture and heritage.
Graham County
LEA WEB SITE:
http://www.gcsk12.com
% at Level III % at Level III
46 2009 SACIE Report / LEA Profile
GRAHAM COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 81.8 75.0 91.7 57.1 42.9 83.2 81.2 80.0 72.5 64.0
N Tested 11 8 12 7 7 95 85 90 91 100
4 % Grade Level 88.9 81.8 100 81.8 12.5 85.4 82.0 85.4 84.5 49.4
N Tested 9 11 8 11 8 82 89 82 84 81
5 % Grade Level 100.0 100.0 100.0 100.0 50 94.8 92.7 92.3 93.2 49.3
N Tested 10 9 11 9 8 97 96 91 88 75
6 % Grade Level 92.3 88.9 100.0 90.0 33.3 94.1 96.0 88.0 96.5 68.2
N Tested 13 9 8 10 9 85 99 92 86 88
7 % Grade Level 100.0 91.7 88.9 90.0 18.2 93.4 88.8 89.6 91.7 50.6
N Tested 8 12 9 10 11 76 89 106 84 89
8 % Grade Level 100.0 100.0 100.0 91.7 58.3 93.0 78.0 91.1 92.2 69.4
N Tested 9 9 13 12 12 86 96.2 90 103 85
GRAHAM COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 100.0 62.5 NA 57.1 71.4 90.5 80.0 NA 56.0 79.0
N Tested 11 8 NA 7 7 95 85 NA 91 100
4 % Grade Level 100.0 100.0 75.0 54.5 75.0 97.6 95.5 64.6 66.7 77.8
N Tested 9 11 8 11 8 82 88 82 84 81
5 % Grade Level 100.0 100.0 72.7 55.6 62.5 95.9 91.7 65.9 71.4 71.1
N Tested 10 9 11 9 8 97 96 91 91 76
6 % Grade Level 100.0 100.0 37.5 80.0 55.6 94.1 93.9 67.4 80.2 70.0
N Tested 13 9 8 10 9 85 99 92 86 90
7 % Grade Level 100.0 100.0 88.9 70.0 63.6 96.1 93.3 70.1 75.0 76.4
N Tested 8 12 9 10 11 76 89 107 84 89
8 % Grade Level 88.89 100.0 92.3 66.7 58.3 88.37 87.2 67.8 72.8 81.2
N Tested 9 9 13 12 12 86 78 90 103 85
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
GRAHAM COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
In 2007-08, the math and reading
achievement of Graham County’s
American Indian students in grades 3-8
trailed other students in the LEA and
state after being comparable to other
students the preceding four years.
n = the number of American
Indian students tested each year
n = 65 n = 57 n = 62 n = 63 n = 55
n = 65 n = 57 n = 62 n = 63 n = 55
State
LEA
American Indian
Graham County 47
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
n = 17 n = 13 n = 9 n = 11 n = 10
n = 6 n = 13 n = 6 n = 7 n = 10
n = 18 n = 10 n = 8 n = 12 n = 12
GRAHAM COUNTY
End of Course Tests
Over the last five years, Graham
County American Indian students
have performed well in
comparison to other students
in the county and the state on
the EOC test in Algebra I and
English I.
Performance on the EOC test in
Biology has greatly improved in
the last two years. In 2007-08 a
larger percentage of American
Indian students scored proficient
than did other students in the
county and the state.
Biology
algebra I
english I
State
LEA
American Indian
n = the number of American
Indian students tested each year
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
% at Level III % at Level III % at Level III
48 2009 SACIE Report / State Profile
GRAHAM COUNTY
High School Completion and
College Enrollment
The 2004 cohort of Graham
County American Indian students
graduated at the state rate in 2008
and above the rate for Graham
County as a whole.
Less than five American Indian
students have dropped out in each
of the last five school years.
Because of the small number of
American Indian students,
changes in the dropout rates are
as much due to the number of high
school students (the denominator)
as the number of dropouts (the
numerator). Therefore, the rate
trend is not a very good indicator.
Because of the low number of
graduates, enrollment trends
in community colleges and
UNC system schools are also
poor indicators.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n < 5 n < 5 n < 5
n = the number of American n < 5 n < 5 n < 5 n < 5 n < 5
Indian students attending
State
LEA
American Indian
n < 5 n<5
49
GUILFORD COUNTY
Guilford County Schools’ (GCS) Title VII Indian Education program, housed in the
Student Services Division, supports a full-time Indian Education Support Teacher
position. The program goals are to provide services to K-12 Native American
students and families and GCS school personnel to help reduce high school
dropouts, by positively impacting our children’s school experiences and increasing
our American Indian high school graduation rate. Having a small Native American
student population in a district the size of Guilford County (average of 3 students
per school, no school has more than 13 students) makes our work challenging.
However, working to identify and serve our Native American students is rewarding
and ongoing.
Our Indian Education program provides a number of services to help achieve its
goals. Tutorials are provided to K-5 students performing below expectation. Career,
financial aid, and college admissions information and guidance are provided to high
school students and parents. An Indian Education Newsletter offers a means of
communication for families of the district’s current 232 Native American students.
The work and leadership of the Indian Education parent committee is essential to
the program’s success.
Collaboration with GCS Safe and Drug Free Schools and the Triad Native American
United Methodist Church and Guilford Native American Association has allowed
students to benefit from Red Ribbon Week, Bully Proofing and Character Building
Workshops that are expanded through the inclusion of Native American cultural
perspectives and activities. Indian Education operates a resource library that makes
loans to parents and classroom teachers. We also share traditional/contemporary
Native American Culture during Indian Heritage Month and other cultural diversity
awareness activities throughout the school year. GCS Native American students
have attended the NCNAYO conferences held on the Wake Forest, UNC-Chapel Hill
and Methodist College campuses.
The Title VII Parent Committee hosts an Annual Native American Student
Recognition Day to celebrate our children’s school successes. The event features a
Native American Keynote speaker and entertainment to further showcase the talent
of the Indian community. The Parent Committee holds an Annual Public Hearing in
collaboration with the Native American School Days Program Cultural Festival co-hosted
by the Guilford Native American Art Gallery and City Arts, Greensboro Parks
and Recreation. In Guilford County Indian Education is a community effort; It takes
all of us to serve our Native American students.
Guilford County
LEA WEB SITE:
http://www.gcsnc.com
% at Level III % at Level III
50 2009 SACIE Report / LEA Profile
GUILFORD COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 71.4 79.4 90.5 78.1 37.5 81.8 81.8 83.4 82.0 54.2
N Tested 28 34 21 32 24 4731 5019 4979 5063 5119
4 % Grade Level 76.0 88.0 65.7 95.0 46.4 81.6 80.8 83.8 85.1 58.5
N Tested 25 25 35 20 28 4698 5033 5040 4952 5166
5 % Grade Level 88.1 100.0 96.2 94.1 65 89.0 88.2 89.5 91.0 56.3
N Tested 42 21 26 34 20 4753 5046 5029 4995 5037
6 % Grade Level 78.1 84.6 96.2 90.9 48.4 81.1 81.2 82.7 84.5 62.2
N Tested 32 39 26 22 31 4721 5056 5059 4898 5007
7 % Grade Level 76.9 83.3 92.5 84.6 45.8 85.5 85.4 88.5 87.4 52.9
N Tested 26 30 40 26 24 4693 5132 5075 5042 5025
8 % Grade Level 92.9 82.8 76.2 92.3 61.5 90.0 88.6 87.6 90.3 52.1
N Tested 28 29 21 39 26 4686 5093 5133 5013 5230
GUILFORD COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 78.6 85.3 NA 68.8 48.0 86.6 84.1 NA 72.1 74.7
N Tested 28 34 NA 32 25 4731 5033 NA 5098 5154
4 % Grade Level 88.0 92.0 54.3 60.0 59.3 93.8 91.2 65.2 69.5 73.9
N Tested 25 25 35 20 27 4698 5048 5069 4989 5197
5 % Grade Level 97.6 90.5 46.2 61.8 76.2 93.7 89.7 62.1 70.9 73.6
N Tested 42 21 26 34 21 4753 5066 5050 5035 5060
6 % Grade Level 84.4 89.7 69.2 50.0 61.3 90.0 89.4 60.0 66.3 71.9
N Tested 32 39 26 22 31 4721 5078 5082 4920 5031
7 % Grade Level 88.5 90.0 60.0 57.7 70.8 84.7 82.7 59.9 62.7 69.4
N Tested 26 30 40 26 24 4693 5142 5086 5058 5031
8 % Grade Level 82.1 75.9 47.6 64.1 61.5 84.7 82.2 57.6 66.1 67.7
N Tested 28 29 21 39 26 4686 5101 5128 5021 5246
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
GUILFORD COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
From 2004-05 through 2006-07, American
Indian student performance on reading
End of Grade tests equaled or exceeded
that of other students in Guilford County
and the state. After the reading EOG tests
were revised in 2007, performance
declined relative to other students.
From 2002-03 until 2004-05, American
Indian student performance on math
EOG tests closely mirrored that of other
students in the state. Since the math
EOG tests were revised in 2005, the
performance of Indian students has
lagged slightly behind other students in
Guilford County and the state.
n = the number of American
Indian students tested each year
n = 181 n = 178 n = 169 n = 173 n = 153
n = 181 n = 178 n = 171 n =173 n = 154
State
LEA
American Indian
% at Level III % at Level III % at Level III
51
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
GUILFORD COUNTY
End of Course Tests
Over the last four years the
percentage of American Indian
students deemed proficient by
End of Course Algebra I testing
has been lower than other
students in Guilford County,
although in 2007-08 Indian
students gained ground on
other students in the county
and the state.
In Biology I over the last five
years, fewer Native students
scored proficient than other
county and state students with
the notable exception of 2006-07,
when the percentage of Indian
students scoring proficient
exceeded that of other county
students and equaled that of the
state overall.
In English I, Guilford County
American Indian students’ EOC
test performance has closely
mirrored that of the county and
state overall. Native students
slightly outperformed other
county and state students in
2003-04, 2005-06, and 2006-07,
but were outperformed by the
other students in 2004-05 and
2007-08.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 56 n = 30 n = 50 n = 52 n = 49
n = 27 n = 35 n = 26 n = 20 n = 19
n = the number of American n = 36 n = 29 n = 37 n = 26 n = 41
Indian students tested each year
State
LEA
American Indian
Guilford County
52 2009 SACIE Report / LEA Profile
GUILFORD COUNTY
High School Completion and
College Enrollment
The American Indian cohort
graduation rate in Guilford County
declined from 2007 to 2008;
however the American Indian
dropout rate for 2007-08 was much
lower than the previous year,
falling below the state and LEA
averages.
In 2007-08, rates of enrollment of
American Indian students in
higher education were much
higher than other Guilford County
students.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
80
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n < 5 n = 7 n < 5 n = 7 n = 10
n = 7 n = 12 n = 8 n < 5 n = 19
n = the number of American
Indian students attending
State
LEA
American Indian
53
HALIFAX COUNTY
The Title VII Indian Education program in Halifax County Schools
supports a full-time Indian Education Coordinator and a part-time
contracted assistant. Instruction is provided weekly to students in
grades K through 5 in reading and writing using a Native American
theme. Additional weekly activities such as beading, basket making,
pottery, and making fry bread are provided for elementary, middle,
and high school students. The Title VII program also provides field
trips for students. During the current school year, approximately
40 students visited the Smithsonian’s National Museum of the
American Indian in Washington, DC. The Museum is the first national
museum dedicated to the languages, literature, history, and arts of
Native Americans.
Annually, the program supports students attending the Youth
Conference held in Wilmington, NC. The Parent Advisory Committee
meets monthly and assists in planning activities for the year. The
committee also works with the Director and Coordinator in planning
the annual public hearing. We purchased reading materials related to
health that will benefit all students. Our plans for the next school year
include engaging more eligible students in the program, providing
more activities and services, and improving parent participation.
Halifax County
LEA WEB SITE:
http://www.halifax.k12.nc.us
% at Level III % at Level III
54 2009 SACIE Report / LEA Profile
HALIFAX COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 94.1 82.4 64.3 79.2 50.0 79.6 81.0 81.7 71.9 30.9
N Tested 17 17 14 24 18 407 327 345 310 320
4 % Grade Level 76.2 85.7 88.2 91.7 40.7 85.5 76.3 79.9 74.4 32.9
N Tested 21 14 17 12 27 394 393 324 317 322
5 % Grade Level 92.9 85.7 100.0 88.2 27.8 84.8 80.7 80.7 78.6 22.1
N Tested 28 21 18 17 18 408 378 367 299 312
6 % Grade Level 86.4 71.4 68.2 73.7 38.9 76.8 69.8 60.5 61.5 28.7
N Tested 22 28 22 19 18 392 430 387 348 282
7 % Grade Level 76.9 66.7 69.0 78.3 22.2 72.2 69.1 67.9 69.3 15.1
N Tested 26 24 29 23 18 439 405 443 368 337
8 % Grade Level 94.4 88.0 72.7 76.0 30.4 83.5 73.5 69.2 71.9 26.2
N Tested 18 25 22 25 23 412 430 406 430 370
HALIFAX COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 78.6 94.1 NA 66.7 72.2 84.5 83.6 NA 56.6 50.0
N Tested 28 17 NA 24 18 407 329 NA 311 320
4 % Grade Level 88.0 93.8 64.7 75.0 51.9 96.2 87.7 50.8 49.7 46.7
N Tested 25 16 17 12 27 394 398 323 318 323
5 % Grade Level 97.6 90.5 61.1 47.1 55.6 92.6 85.9 41.3 45.8 40.4
N Tested 42 21 18 17 18 408 382 368 299 312
6 % Grade Level 84.4 82.1 45.5 36.8 44.4 87.0 81.4 34.5 26.3 33.8
N Tested 32 28 22 19 18 392 431 386 346 281
7 % Grade Level 88.5 70.8 37.9 43.5 33.3 74.7 70.9 36.6 41.8 32.4
N Tested 26 24 29 23 18 439 406 443 368 336
8 % Grade Level 82.1 80.0 50.0 44.0 56.5 84.0 71.9 34.4 32.6 38.9
N Tested 28 25 22 25 23 412 430 407 429 370
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
HALIFAX COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
20
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
The percentage of American Indian
students scoring proficient on End of
Grade tests in math and reading has
exceeded that of other Halifax County
students over the last five years.
n = the number of American
Indian students tested each year
n = 132 n = 129 n = 122 n = 120 n = 122
n = 181 n = 131 n = 114 n = 120 n = 122
State
LEA
American Indian
% at Level III % at Level III % at Level III
55
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
HALIFAX COUNTY
End of Course Tests
Over the last five years, the
percentage of American Indian
students deemed proficient
by End of Course testing in
Algebra I has exceeded that of
other students in Halifax County,
however proficiency levels lag far
below that of the state overall.
In Biology, performance on the
EOC test by Native students fell
to the same level as other Halifax
County students for the first time
in five years.
In English I, American Indian
students have performed better
than other county students
on EOC tests in four of the last
five years.
Biology
algebra I
english I
n = the number of American
Indian students tested each year
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 18 n = 31 n = 24 n = 8 n = 23
n = 24 n = 23 n = 26 n = 10 n = 12
n = 32 n = 29 n = 21 n = 15 n = 24
State
LEA
American Indian
Halifax County
56 2009 SACIE Report / LEA Profile
HALIFAX COUNTY
High School Completion and
College Enrollment
The cohort graduation rate for
American Indian students again
trailed those of other students in
Halifax County and the state in
2008. The dropout rate for Indian
students increased to 15.5% in
2007-08.
In four of the last five years, the
rates of enrollment of Native
students in NC community
colleges have exceeded those of
other Halifax County students. In
2007-08 the rate of enrollment of
Indian students in UNC system
schools surpassed that of other
county and state students for the
first time in five years.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 6 n = 6 n < 5 n < 5 n < 5
n < 5 n = 5 n < 5 n < 5 n = 6
n = the number of American
Indian students attending
State
LEA
American Indian
57
HALIWA-SAPONI TRIBAL SCHOOL
The Title VII Indian Education Program of the Haliwa-Saponi Tribal
School facilitates an afterschool program for Native students in
grades 1-6. Students are assisted with their homework and any
other projects that need completion. With a focus on reading and
mathematics, students are encouraged to use interactive software
to strengthen skills in those areas.
We also offer two nights of culture classes for students in grades
2-12. Our students learn how to make crafts ranging from traditional
and contemporary, as well as mixed media art forms.
Our Title VII I

State Advisory Council
on Indian Education
2009 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
Weaving Innovative Educational Opportunities for American Indian Students
STATE BOARD OF EDUCATION
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street : : Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and
admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender,
except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
Visit us on the Web :: www.ncpublicschools.org
WILLIAM C. HARRISON
Chairman and Chief Executive
Officer :: Fayetteville
WAYNE MCDEVITT
Vice Chair :: Asheville
WALTER DALTON
Lieutenant Governor :: Rutherfordton
JANET COWELL
State Treasurer :: Raleigh
KATHY A. TAFT
Greenville
RAY DURHAM
Jacksonville
KEVIN D. HOWELL
Raleigh
SHIRLEY E. HARRIS
Troy
CHRISTINE J. GREENE
High Point
JOHN A. TATE III
Charlotte
ROBERT “TOM” SPEED
Boone
MELISSA E. BARTLETT
Statesville
PATRICIA N. WILLOUGHBY
Raleigh
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate
from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
M0509
1
Table of Contents
Table of Contents
Dedication.................................................................................................................................................... 3
Foreword..................................................................................................................................................... 6
Weaving Innovative Opportunities for American Indian Students
Executive Summary..................................................................................................................................... 7
Recommendations...................................................................................................................................... 9
Innovative Educational Opportunities.................................................................................................... 11
State Profile: American Indian Student Performance
A. Elementary and Middle School......................................................................................................23
• End of Grade (EOG) Composite Scores
• End of Grade (EOG) Scores by Grade Level
B. High School...................................................................................................................................25
• End-of-Course (EOC)
• Graduation Rates
• Drop-Out Rates
• Advanced Placement Courses
• SAT Scores
C. College Enrollment........................................................................................................................30
D. College Retention and Graduation.................................................................................................31
Local Education Agency (LEA): American Indian Student Performance
American Indian Student Performance by LEA...................................................................................37
• End of Grade Results
• End of Course Results
• High School Completion
• College Enrollment
Appendices
Appendix A: American Indian Mascot Update..................................................................................113
Appendix B: Strategic Pathway for Strengthening American Indian Education................................115
Appendix C: National Indian Education Study (NIES)........................................................................117
Appendix D: Title VII Indian Education Cohorts (2008-09)................................................................123
Appendix E: Tribes, Tribal Councils, and American Indian Organizations..........................................124
2 2009 SACIE Report / TOC
Appendix F: NC Graduation Requirements.......................................................................................125
Appendix G: Resources....................................................................................................................127
Appendix H: References...................................................................................................................129
Appendix I: Data Sources.................................................................................................................130
Appendix J: Acknowledgements......................................................................................................131
Council Members and Staff...............................................................................................................132
North Carolina Tribes and Title VII Grantee Counties.............................................................Back Cover
3
Dedication
Dedication
The 2009 Annual Report, Weaving Educational Opportunities for American Indian Students, is dedicated to the
North Carolina American Indian students who were involved in Indian Education Programs and received a
scholarship to attend a college or university. These programs focus on the education, culture, and heritage of
American Indians and Alaska Natives. Below is a small sampling of these students.
Clinton City Schols
Ashley Coble, Lumbee, Peace College
Peace College Academic Scholarship
Christie Ammons, Coharie, NC State University
NC State Academic Scholarship
The Sam Walton Community Scholarship
Columbus County
Amanda Dowless, Waccamaw Siouan, Southeastern
Community College
Hobbs Scholarship
Karen Jacobs, Waccamaw Siouan, Southeastern
Community College
Wyche Scholarship
Kristin Moore, Waccamaw Siouan, Southeastern
Community College
Job-link Foundation Scholarship
Ashlee Nowell Mitchell, Waccamaw Siouan, UNC-Pembroke
North Carolina American Indian Fund Scholarship
Audriana Robinson, Waccamaw Siouan, Southeastern
Community College
Southeastern Community College Trustee’s Scholarship
graham County
Kody Cook, Eastern Band of Cherokee, Tri County
Community College
Eastern Band of Cherokee Indians Scholarship
Lucy Hernandez, Eastern Band of Cherokee, Gardner
Web University
Eastern Band of Cherokee Indians Scholarship
Alysa Lane, Eastern Band of Cherokee, Western Carolina
University
Eastern Band of Cherokee Indians Scholarship
Amy Teesateskie, Eastern Band of Cherokee, Tri County
Community College
Eastern Band of Cherokee Indians Scholarship
Guilford County
Carles Stacy “CJ” Hunt III, Lumbee/Coharie, UNC-Greensboro
Johnny Hedgepeth Memorial American Scholarship
Alyce M. Rice, Sault Ste Marie Tribe of Chippewa Indians,
UNC-Greensboro
Guilford Technical Community College Full Scholarship for
Business Administration Tech Prep
Sault Ste Marie Tribe of Chippewa Indians Tribal Scholarship
Sean Alexander Saari, Chippewa, UNC-Greensboro
Honors Program Scholarship
State of NC Higher Education Scholarship
4 2009 SACIE Report / Dedication
Robeson County (2009 graduates)
Dalton Brooks, Lumbee, UNC-Chapel Hill
Pogue Scholarship
Justin Bullard, Lumbee, Campbell University
Administration Scholarship
Zachary Bullard, Lumbee, Wingate University
Wingate Merit Scholarship
Kaleb Clark, Lumbee, NC State University
Naval NROTC Scholarship
Kelsey Cummings, Lumbee, UNC-Charlotte
Voice of Democracy Scholarship
Timothy Cummings, Lumbee, University of Colorado
Gates Millennium Scholarship
Earnest Dial, Lumbee, UNC-Pembroke
UNCP Merit Scholarship, United Tribes Scholarship
Selisha Flanagan, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Sarah Gambrel, Lumbee, UNC-Pembroke
UNCP Merit Scholarship, KFC Scholarship
James Brett Hunt, Lumbee, UNC-Pembroke
United Tribes Scholarship
Mandi Hunt, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Nicolette Jacobs, Lumbee, Robeson Community College
United Tribes Scholarship
Tiffany Jones, Lumbee, Johnson & Wales University
Johnson & Wales Financial Aid Scholarship
Page D. Jones, Lumbee, UNC-Pembroke
Robeson Idol Scholarship
AC Locklear, Lumbee, UNC-Chapel Hill
Wingate Merit Scholarship
United Tribes Scholarship
Haliwa -Saponi Tribal Schol
Christopher Adam Richardson, Haliwa-Saponi, UNC-Pembroke
NCNAYO Scholarship
HOKE County
Cassie Chavis, Lumbee, UNC-Pembroke
Hoke Local Retired School Personnel Scholarship
Ryan Truman Chavis, Lumbee, UNC-Pembroke
Hoke Native American Scholarship
Wiletta Cummings, Lumbee, UNC-Wilmington
SECU People Helping People Scholarship
NC Division of Veteran Affairs Scholarship
Hoke Local Retired School Personnel Scholarship
Ivey Allison Lowery, Lumbee, UNC-Pembroke
Hoke Native American Scholarship
United Tribes of North Carolina Scholarship
NC Native American Youth Organization Scholarship
Richard Austin McPhail, Lumbee, NC State University
Hoke Native American Scholarship
Starkie-Campos Athletic Scholarship
Charles Edward Cathey Masonic Scholarship
UNC Campus Scholarship
NC Schol of Science & Mathematics
Amber Richardson, Haliwa-Saponi, Duke University
Gates Millennium Scholarship
United Tribes Scholarship
Blaylock Scholarship
The Highsmith Scholarship
Nancy Smith Scholarship
Person County
Brittany Stewart, Sappony, Piedmont Community College
Sappony Tribe Scholarship
Dedication 5
Dustin Locklear, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Jeremy Locklear, Lumbee, UNC-Chapel Hill
Pogue Scholarship
Chancellor’s Leadership Scholarship
Joshua Lee Locklear, Lumbee, Wingate University
Wingate Merit Scholarship
Naval NROTC Scholarship
Amber McDowell, Lumbee, UNC- Pembroke
UNCP Merit Scholarship
Gertrude Oxendine Drug Awareness Scholarship
Jordan McGirt, Lumbee, UNC-Pembroke
Teaching Fellows Scholarship
Courtney McMillian, Lumbee, Campbell University
Scott Ellis Scholarship
Katina Mitchell, Lumbee, Wingate University
Wingate Merit Scholarship
William Morgan, Lumbee, Wingate University
Wingate Merit Scholarship
Victor Onate, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Ashely Ray, Lumbee, UNC-Pembroke
UNCP Merit Scholarship
Christopher Spaulding, Lumbee, UNC-Chapel Hill
Pogue Scholarship
Army ROTC Scholarship
Naval NROTC Scholarship
U.S. Savings Bond
Jory Swett, Lumbee, UNC-Pembroke
Teaching Fellows Scholarship
Wingate Merit Scholarship
United Tribes Scholarship
Erin Woriax, Lumbee, Methodist University
Methodist Merit Scholarship
Sampson County
Amber Matthews, Coharie, Fayetteville Technical
Community College
United Tribes Scholarship
Academic Competitiveness Grant
The Educational Lottery Grant
Larry Edwards, Coharie, Mt. Olive College
The Mt. Olive Leadership Scholarship
FFA Scholarship
Sampson County Association of Education Scholarship
Scotland County
Alexandria Caple, Lumbee, East Carolina University
James W. Mason Scholarship
Louise Graham Davis Scholarship
Pee Dee Antique Power Club Scholarship
29th District Order of Eastern Star Scholarship
Johnathan B. Dial, Lumbee, UNC-Pembroke
Laurinburg Lodge Masons Scholarship
Johnsie Patterson McFadden/Montpelier Presbyterian
Church Scholarship
UNC-Pembroke Academics Competitiveness Grant
North Carolina Grant
Harley Locklear, Lumbee, UNC-Pembroke
UNC-Pembroke Merit Scholarship
F. Leroy Marks Memorial Scholarship
Nicholas Locklear, Lumbee, UNC-Pembroke
Laurinburg Chamber of Commerce Pass Scholarship
UNC-Pembroke Merit Scholarship
Scotland Memorial Foundation Scholarship
Knights of Columbus Scholarship
Ricky Usher, Lumbee, UNC-Pembroke
UNC-Pembroke Merit Scholarship
Gibson United Methodist Church Scholarship
Swain County
Carrie Cooper, Eastern Band of Cherokee
Swain County High School’s Girls Track Scholarship
Sierra Turtle, Eastern Band of Cherokee
Journey Scholarship of WNC Communities
Swain County High School’s Girls Track Scholarship
Jennifer Wilson, Eastern Band of Cherokee, Meredith
University
Meredith Merit Award
6 2009 SACIE Report / Foreword
Since 1988, the State Advisory Council on Indian Education (SACIE) has served in an advisory role to the
North Carolina State Board of Education (SBE) and the Department of Public Instruction (DPI). In this
capacity, the Council has submitted annual reports to the SBE which have primarily focused on the
identification of issues and concerns that affect the academic achievement of American Indian students.
The reports have been positively received by policymakers, school administrators, teachers, tribal
groups, parents of American Indian children, and other interested parties. The reports have proven to be
invaluable resources to consumers given the comprehensive presentation of information such as
achievement data, demographics, and policy recommendations. Central to a number of reports, the
Council has emphasized the need for interventions to reduce the drop out rates and improve the
graduation rates of American Indian students. Further, the Council remains concerned about the low
enrollment of American Indian students in Advanced Placement and International Baccalaureate courses.
In more recent reports, information was provided regarding schools which have used, and those that
continue to use, American Indian-themed mascots, logos, symbols, and other insensitive imagery.
Since 2002, a number of schools have taken action to eliminate their use of this derogatory imagery.
However, the Council is aware that such inappropriate use persists in some schools; therefore, the
Council will continue to advocate for change.
North Carolina has long been recognized as a national leader in school reform initiatives. In light of the
state’s recent actions toward high school reform, the 2009 SACIE report presents select information on
innovative educational programs being provided in high schools located in three school districts. These
districts enroll a relatively significant population of American Indian students. Two of the districts,
Cumberland and Robeson, are state-operated while Cherokee Central Schools is federally-operated. In
choosing the theme for this year’s report, “Weaving Innovative Educational Opportunities for American
Indian Students,” an effort was made to reflect some of the innovative academic opportunities being
provided in these high schools for the active engagement of American Indian students.
Based on a literature review and responses provided during interviews conducted with students and
administrators, conclusions were drawn as to the manner in which innovative reform educational
programs are more effectively serving American Indian students. Several significant findings and
recommendations for state-level policy consideration and for district-level implementation are included.
The Council contends that, if implemented, these recommendations will improve the academic
achievement of American Indian students enrolled in other districts. The Council looks forward to the
continued opportunity to partner with the State Board of Education and the Department of Public
Instruction in the review and implementation of these findings and recommendations.
Zoe W. Locklear, Ph.D.
Chair, State Advisory Council on Indian Education
Foreword
Executive Summary
7
Executive Summary
Executive Summary
Background
In 1988, the N.C. General Assembly enacted
Article 13A (NCGS § 115C-210 ) to establish a
fifteen member State Advisory Council on Indian
Education to serve as the mechanism for
advocating on behalf of American Indian
students. Membership consists of American
Indian parents and educators, legislative
members, representatives from the UNC Board
of Governors, and a member of the North
Carolina Commission of Indian Affairs.
The Council serves a crucial role in advising the
State Board of Education (SBE) on issues
pertaining to the education of American Indian
students. More specifically, the Council is
charged with the following duties:
• to advise the SBE on effective educational practices for American Indian students;
• to explore programs that raise academic achievement and reduce the dropout rate among
American Indian students;
• to advise the SBE and the Department of Public Instruction (DPI) on ways to improve coordination
and communication for the benefit of American Indian students affected by state and federal
programs administered at the state level;
• to prepare and present an annual report to the SBE, tribal organizations, and to conferees at the
annual North Carolina Indian Unity Conference; and
• to advise the SBE on any other aspect of American Indian education, when requested.
During the past year, the Council focused attention on advancing its plan, the Strategic Pathways for
Strengthening American Indian Education. Public school administrators and staff, parents, tribal leaders,
and community participants were engaged in creating educational experiences and cultural opportunities
that promote high expectations and accountability for the academic success of American Indian students.
The Council, in addition to others across the state, has identified multiple areas of concern that negatively
impact the lives of American Indian youth. However, the Council has placed priority on two specific
concerns: (1) improving the graduation rates for Native students, and (2) addressing the dropout crisis.
While the number of American Indian students leaving school without graduating has recently declined, this
population of students continues to drop out in disproportionate numbers. The high school drop-out rate for
American Indian students has decreased 1.88 percentage points over the last four years; however,
statewide, these students are leaving school 1.4 times as often as other students. American Indian males,
with a rate of 7.89 percent, have the highest dropout rate of any ethnic group. During the 2007-08 academic
year, the 4–year cohort graduation rate for American Indian students was 55.7 percent.
8 2009 SACIE Report / Executive Summary
Innovative Educational Opportunities
In North Carolina, a number of efforts are underway to
improve graduation rates and strengthen the high
school experience for all students. For example, Learn
and Earn/Early College high school programs provide
students an opportunity to simultaneously earn a high
school diploma and an associate’s degree or two years
of college credit. Through the support of the Bill and
Melinda Gates Foundation, North Carolina has created
New Schools Project high schools that are more
focused, rigorous, and delivered in smaller learning
communities. In its 2009 Annual Report, the Council
explores how the state’s innovative reform programs
can more effectively serve American Indian students.
Through student focus groups and interviews with
school administrators, the Council examined the nature
of innovative high school opportunities, how schools
are currently meeting the academic needs of American
Indian students, ways in which Native culture is embedded in school experiences, and participation of Native
students in online courses. Additionally, an attempt was made to identify barriers that prevent American Indian
students from participating in any or all of these opportunities. The information was gathered in three school
districts largely selected based on each district’s relatively significant enrollment of American Indian students
and recent establishment of innovative programs. Two of the districts, Cumberland and Robeson, are state-operated
and the third district, Cherokee Central Schools, is tribally-operated.
The Council was gratified to learn that American Indian students are participating in some of these programs at
close to the same rate or even at a higher rate than their proportion of the population. For example, 1.3% of the
North Carolina public high school enrollment is American Indian, but American Indian students represent 3.3%
of the students participating in Learn and Earn Early College High Schools and Redesigned High Schools (North
Carolina New Schools Project, 2009) and 3.7% of the students enrolled in the North Carolina Virtual Public
School, according to data from the North Carolina Department of Public Instruction. Approximately 1.1% of
participants in community college “transition” courses (including Huskins, Early College, and Special Credit
programs) are American Indian (North Carolina Community College System, 2008).
Unfortunately, the Council was discouraged by the very low participation rates of American Indian students in
Advanced Placement (AP) and International Baccalaureate (IB) courses. In 2008, only 376 or 0.4% of the more
than 85,000 AP examinations administered in North Carolina were taken by American Indian students (College
Board). Of the 1,406 students currently taking IB courses, only 7 or 0.5% are American Indian, according to
data reported by the North Carolina Department of Public Instruction.
Recommendations 9
Recommendations
Although evidence exists that documents the participation of American Indian students in innovative educational
reform programs, evidence also indicates that a great deal of work remains to be done to ensure optimal
engagement of students most at risk of dropping out of school. Educators and policy leaders must provide
unwavering support for the establishment and expansion of educational programs that will engage students in
positive academic experiences. Further, barriers which impede student participation must be identified and
minimized or completely eliminated.
Therefore, the State Advisory Council on Indian Education advises the State Board of Education and local school
districts to respond as follows:
Recommendation 1:
Establish and implement a broad array of innovative high school reform programs to provide
rigorous academic experiences for American Indian students and aggressively identify, enroll, and
monitor all students who would benefit from participation in such programs.
The state and local districts must strengthen and broaden identification and enrollment practices in order to
effectively and efficiently meet the needs of American Indian students who would benefit from participation
in innovative educational initiatives. Reliable and accurate data systems are critical in the successful
implementation of these practices and must be developed in a deliberate and purposeful manner. Also, careful
consideration must be given to disaggregation of data to ensure equitable participation of all eligible students.
Recommendation 2:
Develop and implement nontraditional outreach and communication strategies to effectively reach
all American Indian families.
Although the state and local districts regularly disseminate education-related information, traditional
communication strategies appear to be ineffective in reaching all American Indian students and parents.
Consequently, parents are uninformed and are unable to support their child’s participation in programs that
would positively impact future success. Many Native parents regularly attend tribal-sponsored meetings but
do not attend school meetings; therefore, it is imperative that districts develop alternative, nontraditional
strategies to maximize communication. For example, to increase communication capacity, districts could
partner with existing Indian education programs and tribal organizations that provide support services to
American Indian families and children. Districts could include educational information in tribal newsletters,
on tribal websites, and during community cultural events, such as powwows.
Recommendation 3:
Integrate accurate information regarding Native culture in all aspects of the curriculum.
Research supports the assertion that American Indian students demonstrate higher levels of academic
performance when their cultural identity and heritage are acknowledged and validated. As the driving force
for instruction across all disciplines and grade levels, state curricula standards must be rigorous and
culturally-based in order to meet the unique academic needs of Native students. Instructional materials,
including textbooks, must accurately reflect the historical and contemporary presence of American Indians
in North Carolina, with particular emphasis on topics such as tribal histories and languages. Through high
quality professional development, educators must be provided information relative to best instructional
practices for teaching American Indian students. For this to occur, the SBE should support and expand the
existing resources previously developed in partnership with LEARN NC.
10 2009 SACIE Report / Recommendations
Recommendation 4:
Establish supportive and caring school environments for all American Indian students.
It is reasonable to expect state and local districts to establish supportive and caring school environments
for all students, including all American Indians. A prevalent theme emerged from the interviews regarding
the importance of positive student-teacher relationships. Meaningful interactions between educators and
students are essential for student success. During the site visits, positive relationships seemed to be at
least partly enhanced by small school size given that students appeared to be more comfortable and
empowered to approach teachers and administrators with questions and concerns. Students strongly
emphasized the importance of having access to successful Native adult role models who could favorably
impact their intrinsic motivation to establish high goals for their own success. The SBE and the Department
of Public Instruction should partner with the state’s tribal organizations to develop and disseminate an
up-to-date database of Native individuals who could serve as guest presenters on a variety of topics.
Recommendation 5:
Identify and eliminate barriers which inhibit the participation of American Indian students in
innovative educational opportunities.
In order for American Indian students to successfully participate in innovative educational programs,
barriers which impede their participation must be identified and minimized or completely eliminated.
Limited or no access to computers and/or the Internet outside the school setting surfaced in the interviews
as a key barrier for many students. To minimize or eliminate this barrier, districts must seek additional
resources to provide students with access to technology. The interview responses also cited barriers
created by inflexible transportation policies and inadequate funding to support student transportation.
The SBE could review existing transportation policies and identify those which unintentionally serve as
disincentives to school districts. For example, policies related to efficiency ratings could be reviewed and
revised to allow greater flexibility as needed by districts in the provision of transportation.
The Council looks forward to the continued opportunity to partner with the State Board of Education
and the Department of Public Instruction in the review and implementation of the findings and
recommendations included in the 2009 Annual Report, Weaving Innovative Educational Opportunities
for American Indian Students.
Innovative Educational
Opportunities for American
Indian Students
11
Innovative Opportunities for American Indian High School
Students in North Carolina
Background
The state of North Carolina is a national leader in high school reform, particularly in terms of developing and
offering innovative educational opportunities to high school students. Major reform initiatives currently
being implemented in North Carolina include:
• Redesigned High Schools. These are small, theme-based schools that focus on preparing students
for college. Many of these schools were originally part of larger, comprehensive high schools.
• Learn and Earn Early College High Schools. Located primarily on university and community
college campuses and serving students in grades 9-12 or 13, these high schools are targeted at
students who have been historically underrepresented in college enrollments. The primary goal for
these restructured high schools is to provide an accelerated curriculum to enable students to
graduate with a high school diploma and two years of transferable college credit.
• Opportunities to earn college credit, through Huskins Dual Enrollment and Learn and Earn
Online. These programs are designed to provide students with access to college courses either
through dual enrollment at a local community college or through online access to college courses.
• Increasing the focus on rigor, relevance, and relationships in comprehensive high schools
through a variety of approaches such as Ninth Grade Academies, theme-based Career Academies,
and expanding enrollment in Advanced Placement (AP) and International Baccalaureate (IB) courses.
The good news is that American Indian students are participating in some of these opportunities at close to
the same rate or even at a higher rate than their proportion of the population. For example, 1.3% of the North
Carolina public high school enrollment is American Indian, but American Indian students represent 3.3% of
the students participating in Learn and Earn Early College High Schools and Redesigned High Schools (North
Carolina New Schools Project, 2009) and 3.7% of the students enrolled in the North Carolina Virtual Public
School, according to data from the North Carolina Department of Public Instruction. Approximately 1.1% of
participants in community college “transition” courses (including Huskins, Early College, and Special Credit
programs) are American Indian (North Carolina Community College System, 2008).
Unfortunately, the discouraging news is that the
American Indian participation rates are very low in AP
and IB courses. Only 376 or 0.4% of the more than
85,000 AP examinations administered in North Carolina
were taken by American Indian students (College Board,
2008). Of the 1,406 students currently taking IB courses,
only 7 or 0.5% of the participants are American Indian,
according to data reported by the North Carolina
Department of Public Instruction. Figure 1 depicts the
extent to which specific programs serve a proportional
share of American Indian students. For each innovative
program, the chart reflects the proportion of program
participants who are American Indian as compared to
the overall proportion (1.3%) of American Indian
students enrolled in North Carolina public high schools.
Figure 1:
American Indian Participation in Selected Innovative Opportunities
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Innovative Opportunities
Innovative Opportunities
Early College
and Redesigned
Virtual Public
School
Community
College
AP IB
Proportion of Participants
Proportion of High School Population
12
This report was created to examine how these innovative reform academic opportunities could serve American
Indian students more effectively. Research and web-based resources regarding American Indian students and
innovative high school opportunities were examined. There is very little information on this topic; therefore,
additional literature on interventions and approaches for serving American Indian students was included.
To capture lessons learned from North Carolina experiences, the following interviews were conducted in March
and April, 2009:
• Focus groups of students were convened in two sites: the Robeson Early College High School and
South View High School in Cumberland County. The sites were selected given that both serve
relatively large proportions of American Indian students and both have recently implemented
innovative programs.
• School and central office staff from three districts were interviewed. These individuals included the
principal of the Robeson Early College High School, the Title VII Indian Education Program Director
in Robeson County, an assistant principal at South View High School, three Title VII Indian
Education Program staff members in Cumberland County, and the Superintendent, three principals,
one curriculum coordinator and one Exceptional Children’s Program staff member from the
Cherokee Central Schools.
The interviews included questions regarding the nature of innovative high school opportunities, how schools are
currently meeting the academic needs of American Indian students, ways in which Native culture is embedded in
school experiences, and participation of Native students in online courses. Additionally, an attempt was made to
identify barriers that prevent American Indian students from participating in any or all of these opportunities.
The following sections present a brief review of pertinent literature and national initiatives, followed by the
results from the interviews and concluding with overall findings.
The national experience: literature and initiatives
A review of the research and national initiatives for this report
was not designed to be comprehensive. Instead, the report
highlights key points regarding serving American Indian students
and identifies issues that stakeholders may consider.
The disconnect between students’ home culture and school
environments has been proposed as one explanation for why
American Indian students do not perform as well in school as
other groups (Vogt, Jordan, & Tharp, 1987). The literature on
culture and instruction indicates that effective learning
environments for students of diverse backgrounds include high
expectations, strong caring relationships, teachers who are
aware of students’ backgrounds and who can effectively modify instruction to work with those students, and
parental and community involvement (Edmunds, 2004).
In 2005, the Council of Chief State School Officers (CCSSO) convened a focus group of tribal leaders, educators,
and researchers to specifically address the manner in which high school reform initiatives can benefit American
Indian students. Results from this focus group and recommendations are included in an Issue Brief entitled,
“How can the nation’s high schools respond to the needs of Native American students?”
2009 SACIE Report / Innovative Opportunities
13
Specific recommendations included the following (CCSSO, 2006, p. 5):
• Aligning standards, curriculum, and assessment across grade levels.
• Improving communication between educators at the primary, secondary, and postsecondary levels.
• Raising expectations for student work.
• Assessing the best use of available resources.
It is possible that policymakers and educators may discount these recommendations given that they are not
unique to Native populations. This concern was acknowledged in the Issue Brief, but the case was made that it is
nonetheless important to implement these recommendations in American Indian communities given the
historical low participation and involvement of Native students in reform initiatives. The CCSSO focus group also
discussed culturally responsive schooling and identified four additional recommendations (2006, p. 5):
• Incorporating the community into the design of educational programs.
• Addressing students’ cultures across the curriculum.
• Improving professional development.
• Disseminating and researching promising practices.
Specific examples were cited as to how these recommendations could be implemented with an American Indian
perspective. “For example, high schools can reach out to families through a feast or small powwow, rather than
an open house night. Schools can create programs in which American Indian students meet weekly with Native
elders or other role models to remind themselves of the importance of working hard in the classroom. Research
on promising practices could provide the opportunity to recognize educational achievements in ways that are
consistent with American Indian values of honoring and celebrating the community. Further, promising practices
could demonstrate how educators introduce culture in the classroom and how policymakers and communities
support them, while professional development could provide new instructors with the background and skills to
do so.” (CCSSO, 2006, pp. 5-6)
The Center for Native Education is a national organization specifically focused on innovative high school
opportunities for American Indian students. The centerpiece of its work is the establishment of Early College
High Schools which are “culturally relevant and academically rigorous small high schools. By design, high school,
local cultural content, and college requirements are blended into the curricula. Students can earn up to two years
of college credit free of charge while completing their high school diplomas” (Center for Native Education, 2009).
The schools are created through partnerships with tribes, high schools, and postsecondary partners and include
substantial academic and social support for students.
Building on the Early College model, the Center for Native Education also created the New Path Program, an
intergenerational model that allows students of all ages to take courses together and earn college credit. This
model is consistent with the American Indian tradition of learning as a community.
Research and national initiatives indicate that American Indian students can benefit from many of the same
reforms being implemented in high schools across the country, especially if there is an additional focus on
integrating American Indian culture.
Innovative Opportunities
14
Focus on North Carolina: the voices of students and school administrators
To collect information on how consistent the North Carolina experiences are with other national initiatives, a
series of interviews were conducted with individuals involved in the implementation of innovative educational
opportunities. The interview protocols covered four main areas:
1. The nature of innovative opportunities available to students.
2. The needs of American Indian students and how the schools address those needs.
3. The integration of American Indian culture into the school experience.
4. Participation of Native students in online courses.
In addition, barriers that prevent students from taking advantage of some or all of these opportunities were
explored. In considering the results reported below, it should be noted that limited resources only allowed for
small group interviews. The study was further limited in that many student experiences were not captured,
particularly those from students who had dropped out of high school or who decided not to participate.
Innovative opportunities available to students. The three school districts, Cherokee Central Schools,
Cumberland County Schools, and the Public Schools of Robeson County provide a variety of innovative options
for students. For example, both Cumberland and Robeson school districts support Early Colleges for students.
These schools, respectively located on a university and a community college campus, provide students with the
ability to simultaneously earn a high school diploma and college credit. Cherokee Central Schools supports
partnerships with local colleges and universities to offer dual enrollment courses to its high school students. All
three districts provide dual enrollment through the Huskins program and additional opportunities to earn college
credit in the regular high schools.
The Cumberland and Robeson school districts have specialized theme-based schools or academies. The
Cumberland County district has 15 theme-based schools or academies at the high school level. These schools or
academies offer programming focused in areas such as Classical Studies, Health and Life Sciences, Information
Technology, and the International Baccalaureate Program. The Robeson County district operates the Robeson
Information Technology High School, a small school within a larger high school which provides students with
project-based, technology-enhanced learning experiences and is based on the national New Tech High Model.
This model is also used by Cherokee High School.
All of the districts also offer more flexible hours and programming for students, generally through computer-based
options. For example, the Cherokee Central Schools offers credit recovery during Saturday Academies as
well as extended time before and after school for students to take online courses. The Cumberland County
district offers an Evening Academy, which provides more flexible scheduling, online courses, and credit recovery.
In the Robeson County district, students who are not successful in their high schools and who are at risk of
dropping out can attend the Learning Accelerated Program (LAP). This program provides flexible opportunities for
enrollment in computer-based courses and credit recovery. Although none of these programs have been formally
evaluated, Robeson County staff attributes the recent decrease in the district dropout rate to this program and
other initiatives of this nature.
2009 SACIE Report / Innovative Opportunities
15
Offering multiple programmatic options means that students are more likely to find an environment that will work
for them thereby allowing them to stay in school. When asked why they chose to attend a particular school, most
students cited the following specific reasons. Students chose the Early College because they wanted the free
college credit and the opportunity to do something for their future. Students selected the program at South View
High School in Cumberland County because of its welcoming culture, the International Baccalaureate courses,
the chance to be with friends, and/or the opportunity to play sports. In general, however, students appeared to be
seeking a particular “fit” that would work for them. One student at the Early College described how this
environment worked better for her than a traditional high school:
And I came out here because I knew if I would have went to … a regular high school, I wouldn’t never
made it. I would’ve probably quit in the tenth and eleventh grade …I knew this was for me and this
was what I was going to do because I want to make something out of my life and I want my parents
to be proud of me; not only my parents, but the teachers that have taught me in the past. I want them
to be proud of me, too. So Early College is kind of like my lead way, somewhere for me to be able to
take it and go.
Meeting the needs of American Indian students. The Native students who were interviewed viewed
themselves as having the same needs as other high school students. As one Early College student said, “I guess
everybody has the same needs and eventually they usually get them.” Nevertheless, some students indicated
that they could benefit from an additional “push” to achieve and from high expectations. Another Early College
student stated:
Most of our parents were raised up on farms and the highest grade they completed was maybe fifth
or sixth grade...Really, it seems like if we could just have that extra push, like somebody there talking
to us and telling us, “You need this. If you don’t, then you’re not going to go anywhere in life,” really,
basically that’s all we need.
School administrators agreed that all students need the same high expectations. One principal with the Cherokee
Central Schools said:
When our kids go out and they graduate, they’re going to be in competition with these kids from other
schools…they’re going to have to have the same skills those kids have. We’re trying to keep our
cultural heritage alive, and we’re trying to push that as well as the academic rigor that is required.
Similarly, an Early College principal commented on high expectations for all students:
None of our courses are watered down. We don’t offer remedial courses, the prep courses that the
other high schools have. Our kids go into Honors Geometry, and that’s true of all of our students. I
think the same expectations are there for the American Indian students, the Caucasians, the
Hispanic…and that really helps.
While having the same high expectations for all students is important, the South View assistant principal also
made the point that educators need to look at students as individuals:
You have to look at what the children bring to the table individually, and get to know the students. And
we do do that here. You have to get to know your child and know what their background is, and were
Innovative Opportunities
16
they up all night because they were babysitting because mom’s working? You have to look at each
individual student to understand how to reach that student and get them to learn.
As the above comment indicates, individualizing instruction requires knowing the students and caring about
them. Students and staff members frequently commented on the value of having caring relationships between
students and adults. One district staff member who worked directly with these students commented on how
having an adult who cares can make a difference:
So you get these kids who are depressed and feel like all hope is gone, and then you’ve got a person
that says, “Oh, I believe in you. I believe in you.” It changes. It changes the landscape of things.
The students agreed. As one Early College student shared, “You’ve got to have that person that you can sit down
to talk to and every teacher here will listen, no matter what’s going on.” Another student talked about how the
school supported her during a challenging time in her life:
When one’s hurt, basically everybody gets hurt; because I had a loss last year
with my brother, and it’s like everybody here was sort of like my family. They
called, and they sent me letters and all kinds of stuff, checking up on me.
And it really helped out a lot because that was a down time in my life, and it
was like everybody here, they just cared…– even my principal called, and she
was checking up on me every day. So it really helps.
As noted, positive relationships were at least partly enhanced by small school size
and the fact that everyone knew each other. The principal of the Robeson Early
College High School commented:
It’s like we’re all one. We create more of a united body instead of
recognizing, “Oh, you’re different. You’re American Indian,” or, “You’re
African American,” or you’re whatever… Any number of things that might
separate somebody in a traditional school, here it really doesn’t. The staff
shares the same sentiments. In a traditional school where I’ve worked, you
have this clique of staff members over here and this one over here. And I
think we recognize that we are small, and we’re very, very united. And our differences aren’t really as
different as what they might be in some other places.
Although these supportive relationships may be easier to establish in small settings, large schools can create and
sustain caring relationships as well. As one South View High School student stated:
I think our school is like a family. We’re all family-oriented…We’re just very supportive here, and I
think it shows through our administration too; because I know if I have a problem, I can go directly to
one of our administrators. They would help me out in any way possible.
2009 SACIE Report / Innovative Opportunities
“…you go to a high school
and the teacher doesn’t
even know your name,
doesn’t even care. But out
here, there’s a personal
connection that makes
you want to do better and
make better grades, and
get into college and just
show everybody you can
do it.”
Early College student
17
Integrating culture into the school experience. Helping students be successful in school generally requires
educators and student peers to acknowledge the heritage, background, and culture of American Indian students.
The superintendent of Cherokee Central Schools remarked, “Kids have to understand where it is they come
from. We help build a good self-esteem about who they are… because that is an essential piece of them coming
to us and being able to succeed in school.” As one of the Cumberland district administrators recommended, just
talking to students about their background allows the teacher “… to substantiate who they are and acknowledge
that Indians still exist and that an American Indian child is in my classroom. I think that goes a long way with our
children and with my parents.”
Cherokee Central Schools is a tribally-operated school district. Therefore, Cherokee culture is embedded into all
aspects of the students’ school experiences. Students are able to enroll in Cherokee language classes as well as
a Cherokee language immersion program serving students in grades K-7. The high school offers courses on
Cherokee history and arts. Most importantly, the Native culture is embedded into everyday classroom
experiences where teachers make connections to Cherokee history, culture, and language. For example, a
principal described how even the Physical Education instructor makes connections to the Cherokee heritage:
He gets them out there and says in the olden days they used to communicate by runners. So he
would take his kids and tell one of them a story and have them run a mile then tell the next person,
and they would run a mile and see what the story was at the end.
For non-tribal schools where Native students are often in the minority, the integration of Native culture can be
more challenging. In November, all three districts celebrate American Indian Heritage Month. Also, the
Cumberland and Robeson districts sponsor Native American Student Associations (NASA). To increase students’
awareness of their own history in combination with an academic program, Cumberland County Schools has
begun the Dream Catcher Program which uses the Expanding the Circle Curriculum (Ness & Huisken, 2002). This
program embeds American Indian principles and culturally-based activities clustered around four themes: (a) The
Discovery, learning about themselves and their community; (b) The Framework, building foundational skills in
problem-solving, self-advocacy, communication, diversity awareness, goal-setting, and organization; (c) The
Choice, exploring various post-high school options; and (d) The Reflection, reflecting on what they have done.
The Cherokee Central Schools also use the Expanding the Circle Curriculum. Initially, the school district offered
the curriculum to exceptional children and has now included it in regular education classrooms.
Native students in both the Cumberland and Robeson districts expressed a desire for increased attention to
American Indian history and culture in the curriculum. They also expressed a desire for Native experiences to be
incorporated in school-sponsored special events and guest lectures. One Early College student commented, “So
I would like, for future students who are coming here, to actually have more learning about their heritage.”
Similarly, one South View High School student said, “I think we need to—it’s hard to explain—but like just have
other people know more about us…I think that American Indians should get a chance to learn about their
history.”
Students want to interact more often with American Indian role models, either through successful teachers,
counselors, and/or guest speakers. As one South View student said:
I think it would help because we’d see one of our—one of us succeed or see what they can
accomplish...So it would be nice just to see that if we worked hard, we could still get it, we could still
succeed in anything.
Innovative Opportunities
18
Participation of Native students in online courses. Online courses were viewed as a significant way of
expanding students’ access to a broader range of courses. The online option allows small schools like Cherokee
High School the opportunity to offer courses that would not normally be offered. In addition, online delivery
makes it easier to offer college credit. As the Cherokee High School principal remarked, “They get a head start
on college. They get to understand how college works.” Students appreciate the flexibility of online courses as
well as the opportunity to work at their own pace.
However, the students recognized that not all courses
should be taken in an online format. For some courses,
students need hands-on experiences. One Early College
student said, “… there’s certain classes that you can take
online. You can’t take a math or a Biology class, depending
on whether you have to put your hands on it to understand
it…Depending on whether… you can just look at it and get
it, or you have to be physically touching it to get it. …I’m
taking Spanish, music, arts, and psych. I did all those
because it’s like, read out of the book and answer
questions. You can do that. But when it comes to hands-on,
I have to see it, literally.”
Those interviewed acknowledged that online courses require a certain level of motivation and responsibility on
behalf of the student. One student said, “The classes are not hard. You just have to put yourself to it.” The Early
College principal indicated, “Initially, I think our students have a hard time just being intrinsically motivated and
driven to log in and do the work, but they’re beginning to buy into it.” All of the school administrators agreed that
students need to be motivated and responsible in order to be successful in online courses. The Robeson County
Title VII Program Director indicated the following about students taking online courses:
…(they) have to be highly motivated to want to go to that computer and make themselves do that
every day. So…we realize that every student is not that kind of an independent student. [Other
students are] better at doing it if they’re in a setting where there’s a facilitator there, with a set time
that they need to come in and out, they’re going to be more successful that way than in trying to do it
independently.
This suggests that schools must provide dedicated space, time, and personnel to support students taking
online courses.
Barriers to participation in innovative programs. Interviewees commented on barriers to students’
participation in many of these innovative opportunities. While districts are requiring students to enroll in more
rigorous courses, some students may exhibit lack of confidence in their ability to succeed due to historical lower
expectations. As a result, students may need additional encouragement and counseling to enroll in advanced
courses or to take the courses required for college admission. A district staff person in Cumberland County said:
2009 SACIE Report / Innovative Opportunities
Innovative Opportunities 19
Some of them have a fear of taking AP courses. Some of them just feel like, “I can’t do that. I cannot
take an AP or honors course.”...You see kids who may have not taken a Spanish or a foreign language
and they’re in the 12th grade about to graduate and they’re like, “Well, I can’t go to college. I didn’t
take a foreign language.”…Some of them don’t have that extra push at home.
An additional barrier is simply a lack of knowledge about innovative options. Although school districts do advertise
educational options and opportunities in their communities, the traditional methods of information dissemination
do not appear to be effective in reaching all American Indian parents. Consequently, the traditional methods do
not fully inform all parents of program options and how they might impact their child’s future. As a result, program
participation of American Indian students is not as high as desired. As one district staff member described:
Parents are not informed. We talk about doing all this across-the-board advertising and all this kinds of
stuff. Our parents, they don’t get the message, do they? … Like schools of choice. They miss
deadlines. They don’t know about them, even though the county does —they advertise that it’s there,
and they put pamphlets out and stuff. It doesn’t get in the hands of our parents.
To address this issue, the Indian Education Program in Robeson County has used grant funding to support home
visits during the summer months. The staff members are informed about different programming options and are
prepared to discuss these options with parents and at-risk youth.
Lack of data and information is often a significant barrier even when staff members are actively reaching out to
parents and students. One staff member commented:
We also had issues with how do you find out who these kids are, you know; so the schools need to
really do a good job—scanning the documents, scanning the school records, and looking for every
student that might benefit from the program.
For more technology-based options, lack of access to computers or the Internet can frequently be a barrier.
School and district staff members highlighted that many of the students do not have Internet access at home. A
student at the Early College High School described these challenges but indicated how she made it work:
Since I don’t have Internet …on my free time, I manage to do my work when I’m here, so when I get
home, I won’t be so backed up and worried about trying to find an Internet to do work.
In the Cherokee Central Schools, students are allowed to check out computers if they are taking an online course.
However, inconsistent availability to technological resources continues to restrict access for many students.
Lack of transportation can be a real barrier for participation in many of these activities, with the exception of the
Cherokee Central Schools which can provide transportation for its students. District staff stated that, “for many
programs, the very students who need to be involved in some of these programs don’t have transportation. So
that has been a problem.”
Consequently, all of these barriers may prevent American Indian students from taking optimal advantage of these
innovative programs that could more positively impact their achievement.
20 2009 SACIE Report / Innovative Opportunities
Findings
Results from the literature review and the interviews yielded significant findings that have implications for state
policy and school districts offering innovative educational programs.
Finding: It is important to track the participation rates of American
Indian students in innovative programs.
While American Indian participation rates are proportionally high in some of
the programs (such as in the Early College and Redesigned High Schools),
the rates are woefully low in other areas, such as in Advanced Placement
and International Baccalaureate courses. Disaggregating participation rates in
innovative opportunities by demographic group could be informative. By
doing so, the state and school districts can determine if (a) all groups of
students are participating equitably in these opportunities, and (b) changes
need to be made to ensure equitable access.
In addition, data systems may help districts and schools more easily identify students who would benefit from
these opportunities, particularly students who are at-risk of not graduating.
Finding: American Indian students benefit from a variety of programmatic options designed to provide
rigorous experiences that meet their needs.
The districts examined in this report all provide a variety of options for students including thematic schools, early
college high schools, access to college courses, and advanced course options. These varied options allow
students to select programs that best meet their needs, whether they choose an evening course schedule or the
opportunity to earn an associate’s degree while in high school. However, whatever the option, high expectations
and sufficient support to meet those expectations are key components.
Finding: American Indian students benefit from supportive and caring relationships.
A prevalent theme emerging from the interviews was the critical importance of positive student-teacher
relationships. Creating these vital relationships requires careful attention. The state can identify and
disseminate information about programs that lead to supportive and caring school environments.
Subsequently, districts and schools can establish supportive learning environments that foster positive and
meaningful interactions between educators and students.
Finding: American Indian students benefit from the integration of Native culture in the curriculum and the
inclusion of Native role models in the school.
The literature on culture and instruction suggests that American Indian students perform better when their
cultural identity and heritage are acknowledged and validated. Schools can do this by consistently embedding
culturally relevant activities into classroom instruction, by sponsoring events that inform about American Indian
culture, and by involving tribal community leaders who are American Indian role models.
State policy leaders have a role in this, as well. As curriculum standards are revised and textbooks are adopted, it
is imperative that American Indian history and literature are appropriately represented. In addition, it is critical that
professional development is offered to teachers on instructional strategies that best meet the needs of American
Innovative Opportunities 21
Indian students. Unequivocally, the state should support and expand the existing resources previously developed
in partnership with LEARN NC.
Finding: American Indian students can benefit from online instruction.
Although online courses expand access to a broader curriculum, the interviewees suggested that online course
delivery has both strengths and weaknesses. In particular, schools must recognize that some students require
additional structure and support in order to succeed in online courses.
Finding: American Indian families benefit from nontraditional outreach to ensure their awareness of
educational options.
Simply publicizing educational options through traditional channels does not reach all American Indian families.
Both the state and school districts must adopt more creative methods for communication. One nontraditional
possibility is to work through existing tribal networks and/or participate in cultural events. As recommended in
the CCSSO report (2006), schools can actively engage and participate in cultural events, such as powwows,
thereby creating opportunities to more effectively inform and disseminate information. Another possibility would
be to include in program-specific grants a requirement for more nontraditional strategies of outreach and
recruitment. For example, as part of grant proposals, the state should require applicants to describe specific
outreach and recruitment efforts tailored to Native communities.
Finding: American Indian students benefit and program participation increases when identified barriers
are addressed.
Schools and districts must ensure that American Indian families and students are informed regarding innovative
opportunities. Additionally, schools and districts must identify and address potential barriers that inhibit American
Indian student participation. For example, districts and schools could seek funding for laptops and adequate
Internet access. Further, the state could review existing transportation policies to identify those that may
unintentionally serve as disincentives to providing transportation for innovative programs.
Conclusion
In recent years, North Carolina has significantly increased the availability of innovative educational opportunities for all
high school students. The state is continuously developing broader range of instructional models. However, additional
effort must be made to ensure that American Indian students can take advantage of and benefit from these
opportunities. It is the mission of the State Board of Education that “every public school student will graduate from
high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
Concomitantly, it is the vision of the State Advisory Council on Indian Education that “every American Indian student
graduate from academically rigorous and culturally relevant high schools as well-prepared lifelong learners globally
competitive for work and postsecondary education.” As such, the findings identified in this report support the
Council’s position that culturally relevant learning environments are unquestionably essential for the success of
American Indian students.
22 2009 SACIE Report / State Profile
State Profile
23
End of Grade Composite Scores
Composite scores in reading and math are compiled by averaging the results of End of Grade tests for grades
3-8. In 2007-08, the achievement gap between American Indian students and the state average composite
scores in reading increased and is now a 16 percentage point gap. However, the gap in math has decreased
3.4 percentage points since 2005-06 reports.
Elementary/Middle School Achievement
30
40
50
60
70
80
90
100
State American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
84.3
77.7
84.6
78.2
85.5
78.8
84.9
76.7
56.8
40.8
% of Students At or Above Level III
• The break in the line graph indicates an
incomparable change was made in the Reading
EOG assessment. The SBE implemented more
rigorous achievement level cut scores.
• Despite the fact that both subgroups decrease in
the percent of proficiency, the gap in achievement
between the American Indian student population
and that of their state counterparts in 2007-08 is
greater than it has been in years past.
30
40
50
60
70
80
90
100
State American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
87.3
83.1
63.4
49.1
66.4
54.1
71.0
59.1
88.5
84.8
READING
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
MATH
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
• The break in the line graph is due to changes that
were made to the Math EOG that can not be
compared to previous years. New test editions
were introduced and the SBE implemented more
rigorous achievement level cut scores.
• The achievement gap in mathematics between
American Indian students and the state average
widened after the test changes were made.
However, the gap was narrowed in 2006-07 by
2 percent and again in 2007-08 by 0.4 percent.
% of Students At or Above Level III
Elementary/Middle School Achievement
24 2009 SACIE Report / State Profile
End of Grade Scores by Grade Level
The tables below show test performance data by grade level over the most recent five year period. The percent
proficiency of a certain class of students can be followed by reading diagonally down from left to right in the
charts. Increases in percent proficiency over time may be seen as indications of the math or reading progress of
a particular cohort of students.
PERCENT PROFICIENT READING
(Percent of Students at or Above Achievement Level III)
PERCENT PROFICIENT MATHEMATICS
(Percent of Students at or Above Achievement Level III)
American Indian Students Al Students
Grade 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 75.0 77.5 77.5 77.7 40.2 83.4 83.4 84.9 83.7 55.6
4 75.3 73.5 77.6 80.8 46.7 83.7 83.5 85.4 87.4 60.6
5 83.6 83.7 81.4 88.8 38.9 89.5 90.1 90.5 91.6 56.9
6 72.0 73.4 73.9 74.9 47.2 80.8 82.2 83.1 84.2 60.5
7 79.5 79.2 81.4 83.1 33.6 85.8 86.2 88.0 88.1 52.0
8 85.5 84.2 81.4 84.7 37.6 88.6 88.9 88.5 89.5 55.1
American Indian Students Al Students
Grade 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 85.0 81.0 57.6 63.0 68.2 89.0 85.9 68.8 71.9 74.4
4 90.8 88.5 54.9 54.6 66.0 94.6 92.8 66.0 68.7 74.2
5 90.2 84.5 45.0 55.2 55.9 93.4 90.8 64.1 67.6 70.8
6 86.4 86.6 46.0 49.8 56.3 90.0 90.1 62.6 65.3 69.0
7 78.5 80.4 47.2 49.5 53.0 84.9 85.1 62.3 64.1 68.1
8 82.1 80.3 45.0 52.4 54.2 85.0 84.7 61.3 65.7 69.1
High School Achievement 25
High School End-of-Course Tests
The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student will
graduate from high school, globally competitive for work and postsecondary education and prepared for life in the
21st Century. Therefore, increased rigor and additional mathematics requirements were recently introduced as
requirements to receive a NC high school diploma.
Beginning 2009-10, entering high school Freshman must earn four high school math credits, one must be beyond
Algebra II or suited to their career/academic plan. This increase in academic expectation has caused many
education stakeholders to focus their attention on secondary education.
Due to limited data, the results from Algebra I, Biology, and English I are reported here, results from all five End-of-
Course (EOC) tests will be reported in future editions as available. Currently, the percent proficient of American
Indian students in all three of these areas is 60 percent of below.
High School Achievement
% Proficiency on End of Course Exam
• The break in the line graph is due to changes that
were made to the EOC test and can not be compared
to previous years. New test editions were introduced
and the SBE implemented more rigorous achievement
level cut scores.
• In the past year, both the state’s and the American
Indian population have increased achievement in
mathematics, and the American Indian population has
closed the gap 1.3 percentage points.
• American Indian students in NC who scored proficient,
earning a Level III or IV, on the EOC increased
1.1 times faster than NC’s Algebra I students.
ALGEBRA I
Percent Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
80.0
77.5
80.3
73.7
82.6
76.8 66.7
54.1
69.0
57.7
BIOLOGY
Percent Proficiency on End of Course Exam
• American Indian students’ percent proficiency on the
Biology EOC increased by 0.2 percent.
• The state population taking the Biology EOC
experienced an greater increase in achievement,
resulting in a 1.9 percent increase in the achievement
gap between American Indian students and the
students in NC.
% Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
65.3
59.0
68.0
59.2
63.6
53.6
63.4
51.2
61.4
48.1
State American Indian
State American Indian
26 2009 SACIE Report / State Profile
ENGLISH I
Percent Proficiency on End of Course Exam
• In 2006-07, new tests were introduced and the
SBE implemented more rigorous achievement
level cut scores, resulting in measures that can not
be compared.
• The percentage of American Indian students
scoring proficient on the English I EOC increased.
This rate of increase was not as great as that of
the state, causing an increase of 1.1 percent in the
achievement gap between these two subgroups.
% Proficiency on End of Course Exam
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
81.5
73.4
81.9
72.5
82.8
75.2
72.1
59.6
73.6
60.0
High School Graduation Rates
Based on three years of data, American Indian students’ four-year graduation rate has consistently remained
lower than that of the state. The new, more rigorous graduation requirements adopted by the State Board of
Education (see Appendix F) pose an even greater concern.
• As indicated by the increase in distance between
the 2007-08 points for each subgroup, the gap
between the percent of American Indian
students and the students in the state of North
Carolina is getting larger.
NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
Graduation Year
State American Indian
State American Indian
High School Achievement 27
GRADES 9–12 DROP-OUT RATES
• The high school drop-out rate for American
Indian students has decreased 1.88 percentage
points over the last four years, while the state
average dropout rate has increased 0.11
percentage points.
• Despite the improvement in dropout rate,
American Indian students are still leaving
school 1.4 times as often as other students in
North Carolina.
0
2
4
6
8
10
12
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
High School Drop-Out Rates
While the number of American Indian students leaving school without graduating has declined, American Indians
students continue to drop out of school in disproportionate numbers.
GRADES 9–12 DROP-OUT RATES
Male and Female Students
• While drop-out rates for American Indian males
and females appear to be decreasing overall, the
drop-out rate of both of these subgroups is
higher than the state average.
• American Indian males, with a rate of 7.89
percent, have the highest dropout rate of any
race/gender combination. However, the rate has
decreased 2.6 percentage points since 2003-04.
0
2
4
6
8
10
12
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
State Female American Indian Male American Indian
State American Indian
28 2009 SACIE Report / State Profile
NC ADVANCED PLACEMENT EXAMINEES
• Since 2003-2004 school year, the total number of
AP examinees in NC has continuously increased,
while fewer American Indian students are taking
the AP exams for college credit.
• Students in the state take AP exams at
approximately three times the rate of American
Indian students.
Advanced Placement Courses
One way to measure student achievement is by examining student enrollment in Advanced Placement (AP)
courses. Student exposure to AP level courses provides valuable experience and opportunities for earning college
credit. The rate at which American Indian students enroll in AP courses indicates their level of preparation for
higher education.
Students who participate in AP courses have significantly higher college grade point averages (GPAs) and higher
college graduation rates than academically and economically similar students who do not take these demanding
courses. North Carolina college admission officers have stated that while the goal of enrolling in AP courses
is to earn college credit, students who complete the course, regardless of receiving college credit, are more
prepared for college than their counterparts.
0
2
4
6
8
10
12
14
16
18
20
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Students Taking AP Exams
State American Indian
High School Achievement 29
NC STUDENTS TAKING THE SAT
• The percent of students taking the SAT in NC
has decreased the past year.
��� The percent of American Indian students taking
the SAT in 2007-08 was slightly greater than the
percent of students in NC taking the test.
SAT Scores
The Scholastic Aptitude Test (SAT) measures the verbal and math reasoning abilities students develop throughout
school. The test identifies a student’s ability to understand and analyze written material, to draw inferences, to
differentiate shades of meaning, to draw conclusions, and to solve problems. These are skills that are necessary
for success in college and the working world.
SAT scores are a fairly good predictor of a student’s academic success in their first year of college. Therefore,
colleges and universities rely heavily on SAT scores for college admission. Traditionally, students begin taking the
SAT as early as the tenth grade.
NC SAT SCORES
• American Indian student’s average SAT scores
has decreased 15 points the last year while the
average score of the NC student population has
increased.
• The greatest discrepancy is in the level of
achievement. American Indian students scored
on average 100 points lover than the state
overall, which is the largest gap reported over
the five year period. Although the range of
performance fluctuates from year to year, the
gap still remains significant.
30
35
40
45
50
55
60
65
70
75
80
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Students Taking the SAT
900
910
920
930
940
950
960
970
980
990
1000
1010
1020
2003-04 2004-05 2005-06 2006-07 2007-08
SAT Score
State American Indian
State American Indian
30 2009 SACIE Report / State Profile
College Enrollment
NC COMMUNITY COLLEGE SYSTEM (NCCCS) ENROLLMENT
• Over the last two years, American Indians have
enrolled in NC community colleges at a rate over
thirty percent higher than the overall North
Carolina student population.
NC Community Colleges
American Indian students are entering community colleges at higher rates than the state average. Students who
enter North Carolina’s community college system may experience the benefits of saving money, living at home or
close by, and making a smoother transition to college and living independently.
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
32.0
27.1
36.1
27.2
34.7
25.6
36.4
27.3
27.3
25.2
ENROLLMENT IN UNC SYSTEM SCHOOLS
• North Carolina American Indian students have
enrolled in UNC System schools at rates higher
than the state average in four of the last five years.
University of North Carolina (UNC) System
In addition to the financial advantage of higher education, college graduates experience many other benefits,
from greater health insurance coverage and better housing to longer life expectancy and more time for
leisure activities. The University of North Carolina System has 16 schools across the state with a variety of
program offerings.
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
32.9
31.9
32.8
31.4
30.9
30.1
33.6
30.2
35.0
31.5
n = 243 n = 301 n = 231 n = 288 n = 322
n = 250 n = 273 n = 296 n = 250 n = 297
State American Indian
State American Indian
College Retention and Graduation 31
College Retention and Graduation
Unfortunately, too many intelligent and capable American Indian students who enroll in colleges or universities
experience a variety of difficulties and do not graduate. In the tables below, rates of retention and graduation
rates for American Indian students are compared to the general North Carolina student population. The data are
for UNC System schools with at least ten American Indian students in each of the cohort years examined.
A distinction is made between the students retained or graduated from the original UNC institution entered (OUI)
and students retained or graduated from any UNC institution (AUI). Percentage retention and graduation is
generally somewhat higher for the latter. For space reasons, only one year of the AUI data per group is shown in
each table.
Unlike the other data reported in this section, these statistics include all students, including those from outside
North Carolina.
UNC SYSTEM
• The freshman retention rate for American Indian students decreased to 77.3% for the 2005 cohort after exceeding the
retention rate for all students for the first time with the 2004 cohort. The two-year retention rate for the 2005 cohort was
54.9%, the lowest rate in at least nine years.
• Graduation rates for American Indian students in the greater University of North Carolina system lag behind those of the
general student population. The six-year graduation rate at UNC institutions for all students is 63% for the most recent
data. The six-year rate for American Indian students is 44%.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 266 74.1 60.9 52.3 55.6 81.2 70.4 65.1 70.7
1998 256 71.5 57.4 52.0 60.2 80.7 69.2 64.5 70.6
1999 241 71.0 61.8 59.3 63.9 80.3 70.3 65.9 71.9
2000 282 75.2 62.8 56.7 62.1 81.6 71.2 66.4 72.6
2001 279 77.4 61.6 58.1 60.9 81.5 71.2 66.2 71.9
2002 279 79.2 65.2 63.4 66.7 81.0 70.8 66.0 71.7
2003 290 78.3 63.8 59.0 64.1 81.8 71.7 66.3 72.1
2004 316 82.3 69.3 60.4 63.6 81.2 71.0 66.0 71.7
2005 357 77.3 54.9 NA NA 80.6 70.8 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 266 23.3 35.0 39.1 42.5 33.4 53.4 58.1 62.7
1998 256 22.3 40.6 44.9 50.4 32.7 53.5 57.9 62.8
1999 241 23.7 39.8 46.1 49.4 34.9 54.9 59.1 64.0
2000 282 23.0 40.4 45.7 48.2 35.5 55.2 59.3 64.2
2001 279 17.6 35.1 41.6 43.7 35.1 54.2 58.7 63.4
32 2009 SACIE Report / State Profile
EAST CAROLINA UNIVERSITY
• At East Carolina there have been several cohorts of American Indian students with retention rates comparable to the
student population as a whole. Note the 3-year retention rates for the 1998, 1999, and 2004 cohorts in the chart below.
• Graduation rates for American Indian students have mostly trailed the general student population. The 2000 cohort had a
6-year graduation rate (at any UNC institution) that was only slightly lower than the rest of the ECU students in that
cohort. However, the 2001 cohort fared much worse, as only 28% of these students graduated at any UNC institution in
six years.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 21 66.7 47.6 38.1 47.6 78.3 66.6 59.7 66.5
1998 24 79.2 54.2 58.3 66.7 79.0 66.3 60.9 67.2
1999 21 66.7 57.1 61.9 66.7 76.4 66.7 61.9 67.7
2000 28 71.4 60.7 53.6 64.3 78.0 67.9 63.5 69.0
2001 25 76.0 56.0 44.0 52.0 76.9 66.6 61.7 67.8
2002 21 81.0 66.7 57.1 57.1 76.6 67.2 61.7 67.7
2003 20 60.0 50.0 50.0 55.0 78.8 69.8 63.9 69.6
2004 23 73.9 69.6 65.2 65.2 75.9 67.5 62.9 69.1
2005 26 73.1 65.4 NA NA 78.7 70.9 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 21 23.8 28.6 33.3 42.9 24.6 47.8 53.7 59.6
1998 24 25.0 41.7 41.7 50.0 25.7 48.1 53.3 58.8
1999 21 19.0 33.3 38.1 42.9 25.3 48.4 54.4 59.1
2000 28 7.1 42.9 46.4 57.1 27.6 50.5 56.4 60.9
2001 25 16.0 24.0 24.0 28.0 25.5 49.4 54.4 59.2
33
NORTH CAROLINA STATE UNIVERSITY
• After years of lower retention rates, the 2004 cohort of American Indian students had higher 1-, 2-, and 3-year retention
rates than the general student population at NC State. However, the retention rates for the 2005 cohort returned to
previous levels.
• American Indian students at NC State trail the general student population in all measures of graduation rate.
College Retention and Graduation
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 35 77.1 71.4 57.1 60.0 87.8 78.1 72.2 77.2
1998 32 81.3 59.4 53.1 75.0 88.0 79.2 74.1 80.2
1999 23 87.0 82.6 73.9 78.3 88.9 81.1 77.0 82.1
2000 45 75.6 68.9 66.7 75.6 88.7 81.9 77.6 83.0
2001 30 83.3 60.0 60.0 63.3 89.1 81.8 76.2 80.7
2002 35 97.1 88.6 91.4 91.4 90.0 82.4 77.3 82.1
2003 26 84.6 76.9 76.9 84.6 90.2 83.4 79.2 84.5
2004 33 93.9 90.9 78.8 81.8 88.7 82.2 77.8 82.3
2005 33 78.8 66.7 NA NA 89.4 82.4 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 35 17.1 31.4 37.1 42.9 26.5 56.3 63.3 67.9
1998 32 15.6 40.6 40.6 53.1 29.7 60.9 66.9 72.1
1999 23 34.8 52.2 65.2 69.6 35.5 65.1 70.5 75.3
2000 45 24.4 42.2 53.3 60.0 36.8 65.0 70.2 75.0
2001 30 13.3 43.3 50.0 53.3 36.8 64.5 69.5 73.4
34 2009 SACIE Report / State Profile
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
• UNC-Chapel Hill has a relatively high student retention rate. The retention rate of American Indian students, while still
high, lags a little behind that of the general student population. The table below reveals that two recent cohorts of
American Indian students have had 100% freshman retention rates. However, retention rates slipped for the 2005 cohort,
with the two-year rate falling to 64.1%.
• American Indian students at UNC-CH trail the general student population in all measures of graduation rate.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 27 85.2 77.8 74.1 81.5 94.8 88.8 86.6 89.0
1998 26 88.5 73.1 65.4 69.2 93.9 87.8 84.0 86.7
1999 27 88.9 81.5 77.8 85.2 94.1 89.0 85.3 87.9
2000 27 100.0 81.5 74.1 77.8 95.0 89.8 86.9 89.4
2001 41 78.0 78.0 73.2 78.0 94.8 90.4 86.5 88.8
2002 32 84.4 81.3 81.3 87.5 95.3 91.1 87.4 89.2
2003 30 100.0 93.3 93.3 93.3 95.3 90.3 87.0 88.7
2004 33 90.9 84.8 78.8 87.9 96.5 92.2 88.7 90.3
2005 39 79.5 64.1 NA NA 96.5 92.5 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 27 51.9 59.3 59.3 63 69.5 81.2 82.8 85.2
1998 26 50.0 65.4 69.2 73.1 66.8 79.7 81.7 84.2
1999 27 44.4 59.3 63.0 70.4 70.6 82.3 83.9 86.3
2000 27 48.1 70.4 77.8 77.8 71.2 82.6 83.8 86.0
2001 41 53.7 68.3 70.7 73.2 70.9 80.9 82.5 84.7
35
University of North Carolina at Pembroke
• Over the last nine years, by all measurements American Indian students have been retained at UNC-Pembroke at higher
rates than the general student population.
• The graduation rates of American Indian students are comparable to those of other students, however the rates at
UNC-P are relatively low overall.
College Retention and Graduation
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 117 72.6 57.3 50.4 52.1 71.0 52.7 46.0 54.2
1998 113 69.0 56.6 51.3 54.0 66.8 53.4 47.2 54.3
1999 104 70.2 58.7 56.7 58.7 67.6 51.2 45.5 55.2
2000 123 74.0 61.0 52.0 55.3 68.6 54.1 46.6 53.6
2001 134 76.1 56.7 56.7 58.2 72.2 50.6 45.3 53.3
2002 123 77.2 59.3 58.5 60.2 67.2 48.2 43.2 51.8
2003 125 78.4 60.0 52.8 56.8 67.1 50.3 42.9 52.4
2004 142 83.8 67.6 54.9 56.3 72.3 53.7 47.2 55.2
2005 173 78.0 49.7 NA NA 67.5 47.5 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 117 17.9 29.9 36.8 37.6 20.4 33.5 38.1 42.9
1998 113 17.7 36.3 41.6 43.4 21.6 37.3 41.6 46.8
1999 104 24.0 39.4 42.3 42.3 18.7 31.8 34.9 41.1
2000 123 19.5 34.1 36.6 38.2 20.1 34.0 37.6 41.8
2001 134 9.0 25.4 35.8 37.3 14.7 27.5 34.0 40.3
36 2009 SACIE Report / State Profile
WESTERN CAROLINA UNIVERSITY
• All recent cohorts of American Indian students at Western Carolina have trailed the general student population in
retention rates with the exception of the 2001 and 2003 cohorts.
• American Indian students have had mostly lower graduation rates than the general student population, with the exception
of the 1998 cohort. 45.5% of those students graduated at Western Carolina in 5 years or less, a rate higher than that of
the general population.
American Indian Retention Rate (%) Al Retention Rate (%)
Cohort
Year Students Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
Year 1
OUI
Year 2
OUI
Year 3
OUI
Year 3
AUI
1997 15 66.7 46.7 40.0 40.0 67.5 57.1 51.6 60.4
1998 11 63.6 54.5 36.4 54.5 69.6 55.6 50.6 59.5
1999 13 53.8 53.8 38.5 38.5 71.5 56.5 52.9 63.8
2000 12 66.7 33.3 33.3 41.7 69.4 57.2 50.5 61.4
2001 10 80.0 60.0 60.0 60.0 71.0 58.2 53.6 63.4
2002 12 66.7 50.0 33.3 33.3 69.1 58.2 52.3 59.5
2003 17 70.6 70.6 52.9 52.9 73.9 60.0 54.2 61.8
2004 16 56.3 37.5 37.5 37.5 70.9 59.6 53.6 63.5
2005 22 63.6 31.8 NA NA 71.3 59.9 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
Cohort
Year Students Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
Year 4
OUI
Year 5
OUI
Year 6
OUI
Year 6
AUI
1997 15 6.7 20.0 20.0 26.7 25.3 45.5 48.8 55.5
1998 11 27.3 45.5 45.5 54.5 22.7 42.2 46.0 52.7
1999 13 < 5 15.4 38.5 38.5 22.6 42.8 47.3 54.4
2000 12 16.7 16.7 25.0 33.3 24.6 44.4 46.7 54.7
2001 10 10.0 20.0 30.0 30.0 22.5 43.3 47.4 55.4
Local Education Agency
(LEA) Profiles
37
COLUMBUS COUNTY
Academically
Approximately 85% of the 434 native American students attend
Hallsboro/Artesia Elementary, Hallsboro Middle, and East Columbus
High Schools. A full-time trained tutor is assigned to each of the
three schools working out of labs designed to assist needy students
in reading and math. Tutors work closely with classroom teachers.
Approximately 75 students attend an after-school tutoring program
at one of the churches four days per week for most of the school
year. The Columbus County Indian parents give support to this effort.
The Title VII Parent Committee coordinates parent training sessions
at selected sites throughout the school year. It also supports
activities at the Waccamaw Siouan Development Association
(WSDA) designed to assist Indian students with their academics.
Cultural Awareness
Each year, all 4th grade students in Columbus County Schools
are invited to attend the Annual Pow Wow at the WSDA to observe
and participate (including frying bread) in several Indian cultural
activities. This is largely supported by the Title VII Parent Committee.
Other Title VII Activities
1. Supports sending 40-50 students to the NC Native American
Youth Conference each summer.
2. The Indian Parent Committee attends and participates in the
Annual Indian Unity Conference.
3. The Indian Parent Committee unofficially serves as a liaison
between home and school to enhance educational values and
parental involvement.
Columbus County
LEA WEB SITE:
http://www.columbus.k12.nc.us
38 2009 SACIE Report / LEA Profile
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 69.2 85.2 86.2 72.0 43.9 74.6 73.6 75.5 72.4 46.7
N Tested 26 27 29 25 41 544 470 493 514 548
4 % Grade Level 80.6 81.8 77.8 96.7 43.5 80.4 74.6 75.2 83.1 46.0
N Tested 31 22 27 30 23 455 523 468 449 500
5 % Grade Level 82.6 91.2 86.4 90.0 33.3 82.0 85.9 82.1 85.0 45.1
N Tested 23 34 22 30 36 456 490 548 454 466
6 % Grade Level 73.5 69.2 77.1 88.0 32.4 75.4 72.5 74.0 78.9 46.2
N Tested 34 26 35 25 34 509 512 523 554 517
7 % Grade Level 70.0 86.1 87.0 85.4 58.6 81.8 83.3 78.0 86.7 46.7
N Tested 20 36 23 41 29 543 546 531 498 520
8 % Grade Level 86.1 68.0 75.7 79.2 35.1 86.4 85.5 82.6 82.1 44.4
N Tested 36 25 37 24 37 493 564 535 497 486
n = 170 n = 170 n = 173 n = 175 n = 200
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 80.8 85.2 NA 56.0 73.2 84.4 79.6 NA 58.1 62.3
N Tested 26 27 NA 25 41 544 471 NA 515 549
4 % Grade Level 96.8 90.9 55.2 40.0 56.5 92.3 86.3 49.3 56.1 55.0
N Tested 31 22 29 30 23 455 531 471 449 502
5 % Grade Level 82.6 94.1 42.3 33.3 30.6 88.6 89.4 50.5 49.0 57.0
N Tested 23 34 26 30 36 456 490 548 455 467
6 % Grade Level 85.3 84.6 46.2 64.0 55.9 87.6 83.5 45.2 54.2 55.3
N Tested 34 26 39 25 34 509 514 522 554 517
7 % Grade Level 85.0 72.2 37.0 43.9 48.3 82.0 79.0 38.9 52.0 60.1
N Tested 20 36 27 41 29 543 548 532 498 521
8 % Grade Level 91.7 88.0 21.1 37.5 37.8 79.3 78.8 38.6 44.4 55.2
N Tested 36 25 38 24 37 493 566 536 498 484
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
COLUMBUS COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
Grades 3-8
Combined Reading
The reading achievement of American
Indian students in Columbus County
improved relative to that of all students in
the county and the state overall through
2006-07. After the reading EOG test was
revised in 2007-08, Columbus County
Indian students scored lower than other
students in the county and state.
From 2003-04 through 2005-06, the
achievement of American Indians on End
of Grade math tests was similar to that of
students in Columbus County overall. In
the last two years American Indian math
EOG test performance has trailed other
Columbus County students. n = the number of American
Indian students tested each year n = 170 n = 170 n = 193 n = 175 n = 200
State
LEA
American Indian
39
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
COLUMBUS COUNTY
End of Course Tests
In 2003-04 and 2004-05, American
Indian students performed slightly
higher than other Columbus
County students on the Algebra I
End of Course test, however, since
that time the achievement of
Indian students has fallen below
that of other county students.
After dropping below other
Columbus County students in
achieving proficiency on the
Biology EOC test in 2006-07,
American Indian students
achieved proficiency on that test
at a rate higher than the county
and state averages in 2007-08.
Over the last five years, Native
students have consistently
performed lower than other
Columbus County students on
English I EOC tests.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 26 n = 50 n = 31 n = 22 n = 22
n = 25 n = 37 n = 37 n = 26 n = 14
n = 42 n = 44 n = 26 n = 32 n = 23
n = the number of American
Indian students tested each year
State
LEA
American Indian
Columbus County
40 2009 SACIE Report / LEA Profile
COLUMBUS COUNTY
High School Completion and
College Enrollment
The American Indian cohort
graduation rate again increased
from 2007 to 2008. American
Indian students now graduate
at a rate significantly higher than
other Columbus County students
and slightly higher than the
state average.
The dropout rate for American
Indian students in Columbus
County fell to 3.15%, below the
state and LEA averages in 2007-08.
The rates of American Indian
high school graduates enrolling
in UNC system schools have
exceeded those of other Columbus
County graduates in three of the
last four years.
The rates of American Indian
enrollments in NC community
colleges have exceeded those of
other local graduates in four of the
last five years.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 12 n = 10 n = 7 n = 9 n = 13
n < 5 n < 5 n < 5 n < 5 n = 9
n = the number of American
Indian students attending
State
LEA
American Indian
41
CUMBERLAND COUNTY
Cumberland County Schools Indian
Education Program
Mission: To provide programs and activities
of direct assistance for meeting the special
educational and culturally related academic
needs of American Indian and Alaskan Native
Students (AI/AN) so that they can achieve the
same challenging state performance standards
as all students.
In the past two years the Indian Education
Program has increased its grant funding to
assist Native students. The following reflects
some of the district’s initiatives that support
the unique cultural and academic needs of
American Indian students:
1) Title VII Formula Grant - Office of Indian
Education - US Department of Education -
Washington DC - Federal Grant (5-year Grant).
The program’s goals are to provide tutoring
in reading and math to American Indian (AI)
students who score below proficiency on
EOG and/or benchmark tests at targeted K-8
schools; and to provide dropout prevention
counseling. This grant provides services to
approximately 205 AI students in 15 schools.
2) Project Support Grant - AI Dance Class -
Arts Council of Fayetteville/Cumberland County
This grant provides six American Indian
Dance Classes to AI students. An AI artist
teaches the different dances. Sessions are
held after school hours at South View and Mac
Williams Middle Schools. Upon completion
of this class students try-out for the Indian
Education Dance Troupe that performs
throughout the year in schools and at various
events across the county.
Cumberland County
LEA WEB SITE:
http://www.ccs.k12.nc.us
3) Project Support Grant- Trip to Washington DC
- Arts Council of Fayetteville/Cumberland County
This project supports and funds a trip to
Washington DC for a select number of AI 9th
grade students to visit the National Mall Area,
the National Museum of the American Indian
(MNAI), and to tour the Holocaust Museum.
4) Project Support Grant - AI Drum Classes - Arts
Council of Fayetteville/Cumberland County
This project keeps the American Indian (AI)
culture alive by teaching Drumming & Singing.
An AI artist from the Lumbee tribe is employed
to demonstrate and teach AI students about
the huge role the drum has played in American
Indian ceremony and culture.
5) Native Circles Smart Start Grant
The Partnership for Children (Smart Start)
and the Office of Indian Education/CCS have
joined forces to service and help prepare AI
children for successful entry into Kindergarten.
Native Circles works closely with AI families
throughout Cumberland County; providing
instructions to parents with age appropriate
materials and activities using the Parents as
Teachers Curriculum.
6) American Indian Drop-Out Prevention
Program (AIDOPP) Discretionary Grant
The primary goal of this program is to
continually decrease the dropout rate of
American Indian (AI) students at targeted
middle schools. The AI Dropout Prevention
Project (AIDOPP) aims to change the way the
district responds to American Indians, their
culture and identity. Students are offered
additional educational support needed to
transition to high school and graduate.
7) Dream Catcher’s Indian Education
Demonstration Grant U.S. Department of
Education (4-year Grant) Drop-Out Prevention for
American Indian High School Students
This funding supports efforts to continually
decrease the dropout rate among AI students
at South View, Grays Creek, Douglas Byrd and
Cape Fear High schools. This program has one
Coordinator and two Academic Advisors who
work directly with the four high schools. AI
students complete and adhere to a four-year
academic plan of high academic and personal
standards. Workshops are offered to educate
teachers on the culture of the AI community.
Teachers also learn about culturally relevant
instructional practices.
% at Level III % at Level III
42 2009 SACIE Report / LEA Profile
CUMBERLAND COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 76.3 80.0 75.0 80.2 39.5 81.0 81.2 83.2 82.0 52.4
N Tested 59 85 60 86 76 3698 3773 3945 3837 3977
4 % Grade Level 66.7 81.4 84.7 80.6 58.3 81.3 80.4 81.3 85.6 58.0
N Tested 72 70 85 62 84 3488 3843 3680 3834 3785
5 % Grade Level 76.0 83.5 92.6 93.0 38.5 88.6 88.0 89.0 90.7 53.3
N Tested 50 79 68 86 65 3529 3901 3819 3613 3957
6 % Grade Level 83.3 69.0 74.4 81.7 61.2 81.9 80.9 82.8 82.5 58.7
N Tested 60 58 82 71 85 3613 3840 3806 3705 3621
7 % Grade Level 81.2 86.9 81.4 77.3 43.1 85.8 86.3 88.0 87.6 48.0
N Tested 69 61 59 75 72 3612 3999 3868 3733 3833
8 % Grade Level 81.5 88.6 88.9 83.6 44.2 88.7 88.3 88.7 88.5 52.0
N Tested 65 70 63 61 86 3587 3900 4002 3845 3885
CUMBERLAND COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 79.7 82.4 NA 61.6 68.4 86.1 82.7 NA 61.7 65.7
N Tested 59 85 NA 86 76 3698 3779 NA 3845 3977
4 % Grade Level 87.5 84.3 58.8 50.0 64.3 92.7 89.9 56.7 60.5 65.8
N Tested 72 70 85 62 84 3488 3853 3689 3842 3797
5 % Grade Level 80.0 88.6 57.4 60.5 49.2 93.6 89.3 56.2 57.6 62.5
N Tested 50 79 68 86 65 3529 3914 3839 3629 3961
6 % Grade Level 95.0 81.0 52.4 54.9 57.6 87.5 88.3 56.7 56.5 59.8
N Tested 60 58 82 71 85 3613 3843 3807 3718 3624
7 % Grade Level 79.7 80.3 54.2 53.3 62.5 82.9 82.5 55.4 57.8 59.6
N Tested 69 61 59 75 72 3612 4003 3874 3737 3838
8 % Grade Level 72.3 80.3 42.9 57.4 60.5 82.8 82.1 52.9 57.7 60.9
N Tested 65 71 63 61 86 3587 3910 4004 3845 3885
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
CUMBERLAND COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
Over the last five years, American Indian
students have scored slightly lower
than Cumberland County students
overall on End of Grade tests in both
reading and math.
n = 375 n = 423 n = 417 n = 441 n = 468
n = 375 n = 424 n = 419 n = 441 n = 468
n = the number of American
Indian students tested each year
State
LEA
American Indian
% at Level III % at Level III % at Level III
43
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
CUMBERLAND COUNTY
End of Course Tests
The performance of American
Indian students on End of Grade
Algebra I tests has been similar
to that of other Cumberland
County students over the last five
years. In 2006-07 and 2007-08,
American Indian students
performed higher than other
students in the county and made
considerable gains on overall
North Carolina student
performance.
For the last five years, American
Indian students have performed
lower than other Cumberland
County students on EOC
Biology tests.
After three years of lower
performance on English I EOC
tests, American Indian students
posted slightly higher results
than students in Cumberland
County and the state in 2006-07
and achieved results equivalent
to other county and state
students in 2007-08.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 58 n = 72 n = 74 n = 60 n = 72
n = 67 n = 66 n = 63 n = 56 n = 65
n = 77 n = 82 n = 70 n = 57 n = 61
n = the number of American
Indian students tested each year
State
LEA
American Indian
Cumberland County
44 2009 SACIE Report / LEA Profile
CUMBERLAND COUNTY
High School Completion and
College Enrollment
From 2006 to 2008 the American
Indian graduation rate has
increased, but it still lags about
ten percentage points below the
state and county rates.
In 2007-08, American Indian
students in Cumberland County
dropped out of high school at a
rate near the state average;
however that 5.02% rate was
above the rate for Cumberland
County overall.
The rate of American Indian high
school graduates enrolling in UNC
system schools is lower than that
of other Cumberland County
graduates; however the rates of
American Indian enrollments in
NC community colleges have
exceeded those of the overall
local population in four of the last
five years.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 13 n = 10 n = 6 n = 10 n = 14
n = 12 n = 14 n =11 n = 12 n = 13
n = the number of American
Indian students attending
State
LEA
American Indian
45
GRAHAM COUNTY
Graham County Schools Title VII Indian Education Program
supports a full-time Indian Education Tutor position and works
hand in hand with the Tribal Program in Graham County Schools
to provide services to Indian Students Pre-K through 12th grade.
Mission
The mission of the Graham County Schools Indian Education
Program is to provide an environment which develops capable,
highly skilled citizens who can compete in the 21st century.
Goals
• Improve communication between families and school
• Increase academic achievement
• Improve attendance
• Provide assistance to parents, teachers, and students
• Increase High School graduation rate
• Assist graduates applying to the military and to colleges
• Work with community college to provide dual enrollment
opportunities
• Work with Tribal programs to insure students receive
maximum benefits
• Promote an appreciation of Indian culture and heritage.
Graham County
LEA WEB SITE:
http://www.gcsk12.com
% at Level III % at Level III
46 2009 SACIE Report / LEA Profile
GRAHAM COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 81.8 75.0 91.7 57.1 42.9 83.2 81.2 80.0 72.5 64.0
N Tested 11 8 12 7 7 95 85 90 91 100
4 % Grade Level 88.9 81.8 100 81.8 12.5 85.4 82.0 85.4 84.5 49.4
N Tested 9 11 8 11 8 82 89 82 84 81
5 % Grade Level 100.0 100.0 100.0 100.0 50 94.8 92.7 92.3 93.2 49.3
N Tested 10 9 11 9 8 97 96 91 88 75
6 % Grade Level 92.3 88.9 100.0 90.0 33.3 94.1 96.0 88.0 96.5 68.2
N Tested 13 9 8 10 9 85 99 92 86 88
7 % Grade Level 100.0 91.7 88.9 90.0 18.2 93.4 88.8 89.6 91.7 50.6
N Tested 8 12 9 10 11 76 89 106 84 89
8 % Grade Level 100.0 100.0 100.0 91.7 58.3 93.0 78.0 91.1 92.2 69.4
N Tested 9 9 13 12 12 86 96.2 90 103 85
GRAHAM COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 100.0 62.5 NA 57.1 71.4 90.5 80.0 NA 56.0 79.0
N Tested 11 8 NA 7 7 95 85 NA 91 100
4 % Grade Level 100.0 100.0 75.0 54.5 75.0 97.6 95.5 64.6 66.7 77.8
N Tested 9 11 8 11 8 82 88 82 84 81
5 % Grade Level 100.0 100.0 72.7 55.6 62.5 95.9 91.7 65.9 71.4 71.1
N Tested 10 9 11 9 8 97 96 91 91 76
6 % Grade Level 100.0 100.0 37.5 80.0 55.6 94.1 93.9 67.4 80.2 70.0
N Tested 13 9 8 10 9 85 99 92 86 90
7 % Grade Level 100.0 100.0 88.9 70.0 63.6 96.1 93.3 70.1 75.0 76.4
N Tested 8 12 9 10 11 76 89 107 84 89
8 % Grade Level 88.89 100.0 92.3 66.7 58.3 88.37 87.2 67.8 72.8 81.2
N Tested 9 9 13 12 12 86 78 90 103 85
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
GRAHAM COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
In 2007-08, the math and reading
achievement of Graham County’s
American Indian students in grades 3-8
trailed other students in the LEA and
state after being comparable to other
students the preceding four years.
n = the number of American
Indian students tested each year
n = 65 n = 57 n = 62 n = 63 n = 55
n = 65 n = 57 n = 62 n = 63 n = 55
State
LEA
American Indian
Graham County 47
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
n = 17 n = 13 n = 9 n = 11 n = 10
n = 6 n = 13 n = 6 n = 7 n = 10
n = 18 n = 10 n = 8 n = 12 n = 12
GRAHAM COUNTY
End of Course Tests
Over the last five years, Graham
County American Indian students
have performed well in
comparison to other students
in the county and the state on
the EOC test in Algebra I and
English I.
Performance on the EOC test in
Biology has greatly improved in
the last two years. In 2007-08 a
larger percentage of American
Indian students scored proficient
than did other students in the
county and the state.
Biology
algebra I
english I
State
LEA
American Indian
n = the number of American
Indian students tested each year
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
% at Level III % at Level III % at Level III
48 2009 SACIE Report / State Profile
GRAHAM COUNTY
High School Completion and
College Enrollment
The 2004 cohort of Graham
County American Indian students
graduated at the state rate in 2008
and above the rate for Graham
County as a whole.
Less than five American Indian
students have dropped out in each
of the last five school years.
Because of the small number of
American Indian students,
changes in the dropout rates are
as much due to the number of high
school students (the denominator)
as the number of dropouts (the
numerator). Therefore, the rate
trend is not a very good indicator.
Because of the low number of
graduates, enrollment trends
in community colleges and
UNC system schools are also
poor indicators.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n < 5 n < 5 n < 5
n = the number of American n < 5 n < 5 n < 5 n < 5 n < 5
Indian students attending
State
LEA
American Indian
n < 5 n<5
49
GUILFORD COUNTY
Guilford County Schools’ (GCS) Title VII Indian Education program, housed in the
Student Services Division, supports a full-time Indian Education Support Teacher
position. The program goals are to provide services to K-12 Native American
students and families and GCS school personnel to help reduce high school
dropouts, by positively impacting our children’s school experiences and increasing
our American Indian high school graduation rate. Having a small Native American
student population in a district the size of Guilford County (average of 3 students
per school, no school has more than 13 students) makes our work challenging.
However, working to identify and serve our Native American students is rewarding
and ongoing.
Our Indian Education program provides a number of services to help achieve its
goals. Tutorials are provided to K-5 students performing below expectation. Career,
financial aid, and college admissions information and guidance are provided to high
school students and parents. An Indian Education Newsletter offers a means of
communication for families of the district’s current 232 Native American students.
The work and leadership of the Indian Education parent committee is essential to
the program’s success.
Collaboration with GCS Safe and Drug Free Schools and the Triad Native American
United Methodist Church and Guilford Native American Association has allowed
students to benefit from Red Ribbon Week, Bully Proofing and Character Building
Workshops that are expanded through the inclusion of Native American cultural
perspectives and activities. Indian Education operates a resource library that makes
loans to parents and classroom teachers. We also share traditional/contemporary
Native American Culture during Indian Heritage Month and other cultural diversity
awareness activities throughout the school year. GCS Native American students
have attended the NCNAYO conferences held on the Wake Forest, UNC-Chapel Hill
and Methodist College campuses.
The Title VII Parent Committee hosts an Annual Native American Student
Recognition Day to celebrate our children’s school successes. The event features a
Native American Keynote speaker and entertainment to further showcase the talent
of the Indian community. The Parent Committee holds an Annual Public Hearing in
collaboration with the Native American School Days Program Cultural Festival co-hosted
by the Guilford Native American Art Gallery and City Arts, Greensboro Parks
and Recreation. In Guilford County Indian Education is a community effort; It takes
all of us to serve our Native American students.
Guilford County
LEA WEB SITE:
http://www.gcsnc.com
% at Level III % at Level III
50 2009 SACIE Report / LEA Profile
GUILFORD COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 71.4 79.4 90.5 78.1 37.5 81.8 81.8 83.4 82.0 54.2
N Tested 28 34 21 32 24 4731 5019 4979 5063 5119
4 % Grade Level 76.0 88.0 65.7 95.0 46.4 81.6 80.8 83.8 85.1 58.5
N Tested 25 25 35 20 28 4698 5033 5040 4952 5166
5 % Grade Level 88.1 100.0 96.2 94.1 65 89.0 88.2 89.5 91.0 56.3
N Tested 42 21 26 34 20 4753 5046 5029 4995 5037
6 % Grade Level 78.1 84.6 96.2 90.9 48.4 81.1 81.2 82.7 84.5 62.2
N Tested 32 39 26 22 31 4721 5056 5059 4898 5007
7 % Grade Level 76.9 83.3 92.5 84.6 45.8 85.5 85.4 88.5 87.4 52.9
N Tested 26 30 40 26 24 4693 5132 5075 5042 5025
8 % Grade Level 92.9 82.8 76.2 92.3 61.5 90.0 88.6 87.6 90.3 52.1
N Tested 28 29 21 39 26 4686 5093 5133 5013 5230
GUILFORD COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 78.6 85.3 NA 68.8 48.0 86.6 84.1 NA 72.1 74.7
N Tested 28 34 NA 32 25 4731 5033 NA 5098 5154
4 % Grade Level 88.0 92.0 54.3 60.0 59.3 93.8 91.2 65.2 69.5 73.9
N Tested 25 25 35 20 27 4698 5048 5069 4989 5197
5 % Grade Level 97.6 90.5 46.2 61.8 76.2 93.7 89.7 62.1 70.9 73.6
N Tested 42 21 26 34 21 4753 5066 5050 5035 5060
6 % Grade Level 84.4 89.7 69.2 50.0 61.3 90.0 89.4 60.0 66.3 71.9
N Tested 32 39 26 22 31 4721 5078 5082 4920 5031
7 % Grade Level 88.5 90.0 60.0 57.7 70.8 84.7 82.7 59.9 62.7 69.4
N Tested 26 30 40 26 24 4693 5142 5086 5058 5031
8 % Grade Level 82.1 75.9 47.6 64.1 61.5 84.7 82.2 57.6 66.1 67.7
N Tested 28 29 21 39 26 4686 5101 5128 5021 5246
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
GUILFORD COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
From 2004-05 through 2006-07, American
Indian student performance on reading
End of Grade tests equaled or exceeded
that of other students in Guilford County
and the state. After the reading EOG tests
were revised in 2007, performance
declined relative to other students.
From 2002-03 until 2004-05, American
Indian student performance on math
EOG tests closely mirrored that of other
students in the state. Since the math
EOG tests were revised in 2005, the
performance of Indian students has
lagged slightly behind other students in
Guilford County and the state.
n = the number of American
Indian students tested each year
n = 181 n = 178 n = 169 n = 173 n = 153
n = 181 n = 178 n = 171 n =173 n = 154
State
LEA
American Indian
% at Level III % at Level III % at Level III
51
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
GUILFORD COUNTY
End of Course Tests
Over the last four years the
percentage of American Indian
students deemed proficient by
End of Course Algebra I testing
has been lower than other
students in Guilford County,
although in 2007-08 Indian
students gained ground on
other students in the county
and the state.
In Biology I over the last five
years, fewer Native students
scored proficient than other
county and state students with
the notable exception of 2006-07,
when the percentage of Indian
students scoring proficient
exceeded that of other county
students and equaled that of the
state overall.
In English I, Guilford County
American Indian students’ EOC
test performance has closely
mirrored that of the county and
state overall. Native students
slightly outperformed other
county and state students in
2003-04, 2005-06, and 2006-07,
but were outperformed by the
other students in 2004-05 and
2007-08.
Biology
algebra I
english I
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 56 n = 30 n = 50 n = 52 n = 49
n = 27 n = 35 n = 26 n = 20 n = 19
n = the number of American n = 36 n = 29 n = 37 n = 26 n = 41
Indian students tested each year
State
LEA
American Indian
Guilford County
52 2009 SACIE Report / LEA Profile
GUILFORD COUNTY
High School Completion and
College Enrollment
The American Indian cohort
graduation rate in Guilford County
declined from 2007 to 2008;
however the American Indian
dropout rate for 2007-08 was much
lower than the previous year,
falling below the state and LEA
averages.
In 2007-08, rates of enrollment of
American Indian students in
higher education were much
higher than other Guilford County
students.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
70
80
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n < 5 n = 7 n < 5 n = 7 n = 10
n = 7 n = 12 n = 8 n < 5 n = 19
n = the number of American
Indian students attending
State
LEA
American Indian
53
HALIFAX COUNTY
The Title VII Indian Education program in Halifax County Schools
supports a full-time Indian Education Coordinator and a part-time
contracted assistant. Instruction is provided weekly to students in
grades K through 5 in reading and writing using a Native American
theme. Additional weekly activities such as beading, basket making,
pottery, and making fry bread are provided for elementary, middle,
and high school students. The Title VII program also provides field
trips for students. During the current school year, approximately
40 students visited the Smithsonian’s National Museum of the
American Indian in Washington, DC. The Museum is the first national
museum dedicated to the languages, literature, history, and arts of
Native Americans.
Annually, the program supports students attending the Youth
Conference held in Wilmington, NC. The Parent Advisory Committee
meets monthly and assists in planning activities for the year. The
committee also works with the Director and Coordinator in planning
the annual public hearing. We purchased reading materials related to
health that will benefit all students. Our plans for the next school year
include engaging more eligible students in the program, providing
more activities and services, and improving parent participation.
Halifax County
LEA WEB SITE:
http://www.halifax.k12.nc.us
% at Level III % at Level III
54 2009 SACIE Report / LEA Profile
HALIFAX COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 94.1 82.4 64.3 79.2 50.0 79.6 81.0 81.7 71.9 30.9
N Tested 17 17 14 24 18 407 327 345 310 320
4 % Grade Level 76.2 85.7 88.2 91.7 40.7 85.5 76.3 79.9 74.4 32.9
N Tested 21 14 17 12 27 394 393 324 317 322
5 % Grade Level 92.9 85.7 100.0 88.2 27.8 84.8 80.7 80.7 78.6 22.1
N Tested 28 21 18 17 18 408 378 367 299 312
6 % Grade Level 86.4 71.4 68.2 73.7 38.9 76.8 69.8 60.5 61.5 28.7
N Tested 22 28 22 19 18 392 430 387 348 282
7 % Grade Level 76.9 66.7 69.0 78.3 22.2 72.2 69.1 67.9 69.3 15.1
N Tested 26 24 29 23 18 439 405 443 368 337
8 % Grade Level 94.4 88.0 72.7 76.0 30.4 83.5 73.5 69.2 71.9 26.2
N Tested 18 25 22 25 23 412 430 406 430 370
HALIFAX COUNTY American Indian Students Al Students
Grade Participation 2003-04 2004-05 2005-06 2006-07 2007-08 2003-04 2004-05 2005-06 2006-07 2007-08
3 % Grade Level 78.6 94.1 NA 66.7 72.2 84.5 83.6 NA 56.6 50.0
N Tested 28 17 NA 24 18 407 329 NA 311 320
4 % Grade Level 88.0 93.8 64.7 75.0 51.9 96.2 87.7 50.8 49.7 46.7
N Tested 25 16 17 12 27 394 398 323 318 323
5 % Grade Level 97.6 90.5 61.1 47.1 55.6 92.6 85.9 41.3 45.8 40.4
N Tested 42 21 18 17 18 408 382 368 299 312
6 % Grade Level 84.4 82.1 45.5 36.8 44.4 87.0 81.4 34.5 26.3 33.8
N Tested 32 28 22 19 18 392 431 386 346 281
7 % Grade Level 88.5 70.8 37.9 43.5 33.3 74.7 70.9 36.6 41.8 32.4
N Tested 26 24 29 23 18 439 406 443 368 336
8 % Grade Level 82.1 80.0 50.0 44.0 56.5 84.0 71.9 34.4 32.6 38.9
N Tested 28 25 22 25 23 412 430 407 429 370
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
30
40
50
60
70
80
90
100
State
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
HALIFAX COUNTY
Reading and Math End of Grade Tests
Grades 3-8
Combined Math
20
30
40
50
60
70
80
90
State 100
LEA
American Indian
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 3-8
Combined Reading
The percentage of American Indian
students scoring proficient on End of
Grade tests in math and reading has
exceeded that of other Halifax County
students over the last five years.
n = the number of American
Indian students tested each year
n = 132 n = 129 n = 122 n = 120 n = 122
n = 181 n = 131 n = 114 n = 120 n = 122
State
LEA
American Indian
% at Level III % at Level III % at Level III
55
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
0
10
20
30
40
50
60
70
80
90
100
2003-04 2004-05 2005-06 2006-07 2007-08
HALIFAX COUNTY
End of Course Tests
Over the last five years, the
percentage of American Indian
students deemed proficient
by End of Course testing in
Algebra I has exceeded that of
other students in Halifax County,
however proficiency levels lag far
below that of the state overall.
In Biology, performance on the
EOC test by Native students fell
to the same level as other Halifax
County students for the first time
in five years.
In English I, American Indian
students have performed better
than other county students
on EOC tests in four of the last
five years.
Biology
algebra I
english I
n = the number of American
Indian students tested each year
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 18 n = 31 n = 24 n = 8 n = 23
n = 24 n = 23 n = 26 n = 10 n = 12
n = 32 n = 29 n = 21 n = 15 n = 24
State
LEA
American Indian
Halifax County
56 2009 SACIE Report / LEA Profile
HALIFAX COUNTY
High School Completion and
College Enrollment
The cohort graduation rate for
American Indian students again
trailed those of other students in
Halifax County and the state in
2008. The dropout rate for Indian
students increased to 15.5% in
2007-08.
In four of the last five years, the
rates of enrollment of Native
students in NC community
colleges have exceeded those of
other Halifax County students. In
2007-08 the rate of enrollment of
Indian students in UNC system
schools surpassed that of other
county and state students for the
first time in five years.
4-Year Cohort
Graduation rates
40
50
60
70
80
90
100
2005-06 2006-07 2007-08
Graduation Rate
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
10
20
30
40
50
60
2003-04 2004-05 2005-06 2006-07 2007-08
Percent of Graduates Enrolled
0
4
8
12
16
20
2003-04 2004-05 2005-06 2006-07 2007-08
Grades 9 -12 Dropout Rate
Graduation Year
students attending
NC Comunity Coleges
dropout rates
students attending
UNC System Schols
n = 6 n = 6 n < 5 n < 5 n < 5
n < 5 n = 5 n < 5 n < 5 n = 6
n = the number of American
Indian students attending
State
LEA
American Indian
57
HALIWA-SAPONI TRIBAL SCHOOL
The Title VII Indian Education Program of the Haliwa-Saponi Tribal
School facilitates an afterschool program for Native students in
grades 1-6. Students are assisted with their homework and any
other projects that need completion. With a focus on reading and
mathematics, students are encouraged to use interactive software
to strengthen skills in those areas.
We also offer two nights of culture classes for students in grades
2-12. Our students learn how to make crafts ranging from traditional
and contemporary, as well as mixed media art forms.
Our Title VII I